ROGHKS 


E3S8S8S«SB8RS^^  ' 


\ 


THE  LIBRARY 
OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


B.  0.  BAKER 

UWYER 
DALLAS,  TEXAS 


THE 

ROGERS  COMPENDIUM 


OF   THE 


GRAHAM  SYSTEM  OF  SHORTHAND 


A  PRACTICAL,  SYNTHETIC  METHOD 


Being  a  Concise  Presentation  of  Reporting-Style  Principles,  and  an 

Epitome  of  the  Principles  of  Thrasing  and  Abbreviation 

Exemplified  throughout  the  Entire  Series  of 

Publications  and  Literature  Devoted 

to  Standard  Phonography 


BY 

H.  EDSON  ROGERS 


FOURTH  EDITION,  REVISED 

THE   HAMMOND   PUBLISHING   CO.,  LTD. 

LANSING,  MICHIGAN 

1905 


Entered  according  to  Act  of  Congress  in  the  Year  1901,  by 

H.  Edson  Rogers 
In  the  Office  of  the  Librarian  of  Congress,  Washington,  D.  C 


Copyright,  1903,  by  H.  Edson  Rogers. 


c_ 


45  /As  conquests  of  peace  are  greater  than  those  of  war;  as  the  pen 
:s  mightier  than  the  sword;  so  the  man  behind  the  pen  is 
greater  than  ' '  the  man  behind  the  gun, ' ' 
To  such  this  work  is  respect- 
fully inscribed, 


IN   FOUR  PARTS 


«o  Part  I  presents  Reporting- Style  principles,  and  illus- 
y  trates  all  the  consonantal  modifications  of  the  system, 
>~  especially  in  the  writing  of  icords. 

Part  II  is  devoted  to  advanced  principles,  and  exem- 
^j    plifies  the  use  of  all  the  modifications  shown  in  Part  I, 
especially  in  the  writing  of  phrases. 

£?          Part  III  demonstrates,   in  actual  work,  by  facsimile 
•    notes,  with  adjoining  key,  the  application  of  all  the  prin- 
§    ciples  previously  set  forth,   especially  in  the  writing  of 
sentences. 

Part  IV  contains  a  complete  list  of  word-signs  (ab- 
rf  breviated  to  but  one  stroke),  of  contractions  (generally 
J2  two  strokes),  and  of  illustrative  phrases  (frequently 

three  strokes),   in  the  form   most  convenient  for  study 

and  reference  in  advanced  ivork. 


M       JR     ^T^    ***'  W^rf  6  ""^ 

449576 


PKEFACE 


SHORTHAND  used  merely  as  a  stepping-stone  to  other  profes- 
sions secures  for  its  possessor  a  decided  advantage  at  the  out- 
set of  every  business  career:  for  by  his  intimate  association 
with  persons  controlling  and  executing  large  affairs  of  busi- 
ness, the  stenographer  is  more  quickly  prepared  for  promotion 
than  is  one  not  thus  closely  associated.  Shorthand  may  there- 
fore be  said  to  be  the  key  that  unlocks  the  door  of  opportunity, 
through  which  he  who  holds  it  may,  if  he  will,  enter  other 
highly  responsible  and  remunerative  positions  in  various  lines. 

But  so  far  from  being  only  a  stepping-stone,  shorthand  is, 
when  thoroughly  mastered,  the  keystone  of  the  arch  to  the 
golden  portals  of  success:  it  enlarges  the  mental  horizon  ;  it 
saves  time  ;  it  economizes  labor  ;  it  assists  in  almost  every  de- 
partment of  human  endeavor.  Of  sciences,  the  most  fas- 
cinating; of  arts,  among  the  most  exact.  By  it,  the  fleet 
wings  of  oratory  may  be  overtaken  ;  the  stately  movements  of 
logic  outrun  ;  and  even  one's  own  thoughts — often  as  elusive 
as  a  phantom— instantly  and  securely  held,  for  weaving  into  a 
finished  golden  fabric  of  beauty. 

These  advantages  and  results,  however,  are  realized  only 
when  shorthand  is  thoroughly  mastered.  Its  possessor  is  then 
master  in  his  own  realm.  If,  however,  shorthand  be  only  half 
learned,  or  if  an  inferior  system  be  employed,  instead  of 
proving  a  stepping-stone  or  a  keystone,  it  may  perchance  seem 
like  a  millstone,  holding  one  down  to  a  condition  of  unwilling 
.servitude;  for  if  the  comparatively  brief  period  that  can 
usually  be  devoted  to  preparation  for  the  actual  duties  of  life 
be  thus  misspent  by  a  young  person,  such  a  one  generally  has 
neither  the  time  nor  the  courage  to  attempt  to  make  other  and 
better  preparation,  but  must  continue  to  run  life's  race  handi- 
capped, and  without  t-he  best  opportunities  for  steady  advance- 
ment and  ultimate  success. 

Merely  as  a  mental  drill,  shorthand  is  worth  vastly  more 
than  the  time  and  effort  devpted  to  its  study,  even  though  no 
practical  use  be  made  of  it.  This  benefit  comes  quite  largely 
from  the  excellent  opportunity  it  affords  for  a  careful  study  of 
language,  in  a  practical  way  ;  and  the  benefit  thus  obtained 
generally  exceeds  that  derived  from  the  study  of  other  sub- 
jects, as,  for  instance,  the  study  of  any  of  the  dead  languages 
01  of  higher  mathematics — studies  commonly  considered  very 

6 


PREFACE  7 

beneficial  merely  as  mental  drills.  But  it  is  not  alone  as  a 
mental  drill  that  any  considerable  benefit  comes  to  the  sten- 
ographer individually.  As  a  study  that  proves  to  be  a  char- 
acter-builder, shorthand  has  but  few  equals.  Whether  it  shall 
prove  a  millstone,  a  stepping-stone,  or  a  keystone  in  your 
character-building,  you  alone  can  decide. 

The  natural  inclination  of  mankind  generally,  to  want  to 
get  something  for  nothing,  lured  on  by  the  inducements  held 
out  by  some  who  are  not  influenced  by  correct  principles  from 
drifting  into  questionable  methods  of  shorthand  instruction,  as 
well  as  the  prevalence  of  many  inferior,  or  so-called  "easy," 
systems  of  shorthand,  are  responsible  for  the  increasingly 
large  number  of  persons  whose  use  of  shorthand  has  not  been 
a  satisfaction  to  themselves  or  to  others,  from  either  an  educa- 
tional or  a  financial  standpoint.  A  young  person  who  spends  a 
number  of  the  best  years  of  his  life  chasing  a  phantom,  alias  an 
"easy"  system,  alias  a  "thirty-day  "method,  is  not  greatly  bene- 
fited or  strengthened  for  the  stern  conflict  and  realities  of  life. 

The  presentation  of  principles  given  herein  is  such  that  it 
is  believed  the  student  will  be  led  to  the  highest  point  of 
achievement  of  which  he  is  capable.  The  principles  will  be  as 
readily  comprehended  as  those  of  any  other  system  or  method, 
yet  their  resources  will  not  be  exhausted  in  a  few  weeks  or 
months.  The  only  apology  offered  for  the  completeness,  thor- 
oughness, and  brevity  exemplified  in  the  following  pages,  is 
that,  since  much  is  required  of  him  who  attempts  to  do  steno- 
graphic work  (a  fact  which  has  been  so  abundantly  demon- 
strated and  universally  admitted  that  it  requires  no  additional 
proof  in  this  connection),  much  must  be  done  in  preparation 
for  that  work.  That  there  is  no  short,  royal  road  to  success, 
is  no  truer  in  any  undertaking  than  in  shorthand.  Therefore 
he  who  would  achieve  the  greatest  success  in  this  profession 
must  make  the  requisite  preparation. 

That  the  study  of  shorthand  is  fascinating  is  abundantly 
and  convincingly  testified  to  by  every  one  who  has  perfected 
himself  in  the  art.  It  is  the  author's  fervent  hope  that  to  you 
who  study  the  following  pages,  this  subject  may  have  such  a 
fascination,  yea,  prove  such  a  magnetic  lodestone,  that  it  will 
hold  you  to  all  that  is  noble  and  true  in  your  aspirations; 
proving  even  a  guiding  star,  to  direct  you  in  cultivating  your 
best  powers  for  the  accomplishment  of  good,  and  realizing  your 
fondest  and  highest  ideals  in  your  life-purpose. 


CONTENTS 


PART   I. 

Fundamental  Principles  and  their  Application.— Lessons 
1  =  11,  pages  11=158. 

PAGES 

Introduction 11=21 

Object  and  Plan  of  Treatise 11 

Who  Should  Study  Shorthand 12 

Specific  Method  of  Practice 15 

Educational  Value  of  Current  Shorthand  Literature 17 

Material  for  Work 18 

A  Comparison  30 

General  Statement  Regarding  Study  and  Practice 22 

Lesson  i— Simple-Consonants  and  Vowels 23-35 

Direction  of  Consonant  Strokes 24, 25 

Joining  of  Strokes 27,28 

Table  of  Vowels 29 

General  Remarks 32, 33 

Questions  and  Review  Exercise ; 34,35 

Lesson  2— Circles  and  Loops 36=44 

Joining  of  Iss  and  Ses..   37,38 

Joining  of  Steh  and  Ster 38, 39 

Position  of  Vowel-Signs  between  Strokes 40 

Position  of  Consonant  Strokes  with  Reference  to  Line  of  Writing. 40-43 
Questions  and  Review  Exercise..- 44 

Lesson  3— Word-Signs 45-54 

Plan  Regarding  Selection  of 45 

Advantage  from  Use  of 46 

Method  of  Studying .       46 

Position  of  Word-Signs  and  Outlines 47-49 

List  of  Simple-Consonant  Word-Signs,  with  Modifications  of  Cir- 
cles and  Loops 50-52 

Sentence  Practice 53 

Questions  and  Review  Exercise 54 

Lesson  4— Diphthongs,  Ticks,  Prefix-  and  Affix-Signs,  Phrasing. .  .55=68 

Table  of  Diphthong-Signs 55 

Vowel  and  Diphthong  Word-Signs 57 

Ticks,  and  Names  of 57,  58 

Ticks  for  a-n-d  and  the,  occurring  Initially,  Medially,  and  Finally      57 

Ticks  for  I  and  He,  occurring  Initially,  Medially,  and  Finally 58,59 

Prefix-Signs,  Con,  Com,  Cog,  Accom .' 60 

Affix-Signs,  Ing,  Ings,  Ing  a-n-d,  Ing  the 60,61 

Heavy  Tick  for  thr 61 

Omission  of  Of,  Of  a-n-d,  Of  the 61,62 

Omission  of  To,  To  a-n-d,  To  the.   62 

List  of  Contractions  in  Frequent  Use 63 

Phrasing — Rules  Regarding  Proper  Phrases,  and  Position 63, 64 

Sentence  Practice 65, 66 

Questions  and  Review  Exercise 67,68 

Lesson  5— Modes  of  Writing  Variable  Signs 69-83 

Rules  and  Illustrations  Regarding  Use  of  L 69-71 

Rules  and  Illustrations  Regarding  Use  of  R 72,73 

Modes  of  Indicating  Sh 73,74 

Modes  of  Indicating  W 74-76 

Modes  of  Expressing  Y 77 

Modes  of  Expressing  H 78, 79 

Word-Signs 79,  80 

Sentence  Practice  81, 82 

Questions  and  Review  Exercise 83 

8 


CONTENTS  9 

PAGES 

Lesson  6— Initial  Hooks— The  El-Hook 84-95 

Table  of  Small  El-Hooks 84 

Large  El-Hooks  : 86 

Enlarged  El-Hooks : 86 

Initial  Modifications  in  Connection  with  El-Hook 87,  88 

Vocalization  of  Strokes  having  El-Hooks 88,  89 

El-Hook  Word-Signs  and  Contractions 89,  90 

Sentence  Practice 90-93 

Questions  and  Review  Exercise 94,95 

Lesson  7— Initial  Hooks— Continued ;  The  Ar=Hook 96-108 

Table  of  Small  Ar-Hooks , 96 

Shaded  Strokes  having  Ar-Hooks— Mer  and  Ner 97 

Enlarged  Ar-Hooks 97 

Initial  Modifications  in  Connection  with  Ar-Hooks 98,  99 

Vocalization  of  Strokes  having  Ar-Hooks 99-101 

Ar-Hook  Word-Signs  and  Contractions . .  102, 104 

Sentence  Practice 104-106 

Questions  and  Keview  Exercise 107, 108 

Lesson  8— Small  Final  Hooks— The  En-  and  the  Ef-Hook 109-121 

Table  of  Kn-Hooks 109 

Final  Modifications  in  Connection  with  the  En-Hook  on  Straight 

Strokes,  and  on  Curves 110 

Vocalization  of  Strokes  having  En-Hooks Ill 

Table  Showing  Use  of  the  Ens-  and  the  Enses-Circles 113 

Tables  of  Ef-Hooks  on  Straight  Strokes,  and  on  Curves 113 

Vocalization  of  Strokes  having  Et'-Hooks 113 

En-Hook  Word-Signs 114, 115 

Ef-Hook  Word-Signs 116 

Sentence  Practice 118-120 

Questions  and  Review  Exercise 120, 121 

Lesson  9— Large  Final  Hooks— The  Shon*  and  the  Tiv-Hook  — 122-131 

Use  of  Shon-Hook 122 

Final  Modifications  in  Connection  with  the  Shon-Hook.,  123 

Use  of  Tiv-Hook 123 

Vocalization  of  Shon-  and  Tiv-Hooks 124 

Use  of  the  Kshon-Hook 124, 125 

Shon-Hook  Word-Signs 126 

Tiv-Hook  and  Eshon-Hook  Word-Signs 127 

Sentence  Practice 127-129 

Questions  and  Review  Exercise 130, 131 

Lesson  10— Lengthening. 132-140 

Use  of  Lengthened  Strokes 132, 133 

Vocalization  and  Position  of  Lengthened  Strokes 134 

Trebling 134 

Word-Signs—Lengthened  Strokes 134-136 

Sentence  Practice 136-139 

Questions  and  Review  Exercise 140 

Lesson  n— Halving,  to  Add  T  or  D 141-158 

Use  of  the  Halving  Principle 141 

Exceptions  to  General  Application  of  Principle 142-145 

Vocalization  of  Half-Length  Strokes 145, 146 

Position  of  Half-Length  Strokes 147 

Half-Length  Word-Signs. .   148-151 

Sentence  Practice • 151-156 

Questions  and  Review  Exercise 156-158 

PART  II. 

A  Review,  Applying,  in  Phrases,  the  Modifications  Pre= 
viously  Introduced.— Lessons  12=22,  Pages  159-234. 

Table  of  Initial  and  Final  Consonantal  Modifications  of  Graham 

Shorthand 160,  161 

Principles  of  Phrasing  and  Abbreviation 162-164 


10  CONTENTS 

PAGES 

Lesson  12— Circles  and  Loops—  Iss,  Ses,  Steh,  Ster 165-168 

Questions  and  Review  Exercise 168, 169 

A  Review  of  Word-Signs 169 

The  Advantage  of  Word-Signs 170 

Lesson  13— Initial  Hooks— The  EI-,  the  Ar-,  and  the  In-Hooks. ..171-173 

Questions  and  Review  Exercise 173, 174 

The  Necessity  of  Word-Signs 174 

How  to  Learn  Word-Signs  Practically 175, 176 

Lesson  14— Small  Final  Hooks— The  En-  and  the  Ei- Hooks 177-179 

Questions  and  Review  Exercise 179, 180 

How  to  Acquire  Facility  in  Using  Word-Signs 180 

Object  of  These  Exercises 181, 182 

Lesson  15— Large  Final  Hooks— Shon-  and  Tiv-Hooks— The  Eshon- 

Hook— Lengthening 183-186 

Questions  and  Review  Exercise 186 

When  to  Practice  for  Speed 187, 188 

Lesson  16— Halving ' 189-192 

Questions  and  Review  Exercise 192, 193 

The  Movement  of  the  Hand  Necessary  for  Speed 193, 194 

Lesson  17— Prefixes,  in  Alphabetical  Order 195-200 

Questions  and  Review  Exercise 200,201 

Continuity  in  Writing  Outlines 202 

Lesson  18— Affixes,  in  Alphabetical  Order 203-210 

Questions  and  Review  Exercise 209, 210 

Lesson  19— Ticks  and  Semicircles 211-216 

Table  of  Tick  Modifications 212 

Various  Uses  of  Ticks  and  Semicircles 213 

Questions  and  Review  Exercise 215,  216 

Lesson  20— Omissions,  in  Alphabetical  Order 217-222 

Questions  and  Review  Exercise 221.222 

Lesson  21— Miscellaneous  Principles,  Initials,  Proper  Names 223-231 

Lesson  22— Shorthand  Numerals 232-234 

PART   III. 

A  Demonstration,  in    Actual  Work,  of   Principles   Pre= 
viously  Presented. — Lessons  23-32. 

Business  Letters  and  Miscellaneous  Practice,  with  Shorthand  Notes 

and  Adjoining  Key 235-278 

PART   IV. 

For  Reference  in  Advanced  Work. 

General  Remarks 280-287 

Books  of  Reference 287,  288 

Word-Signs,  Complete  List,  in  Phonographic-Alphabetical  Order... 289-300 

Suggested  Discriminations 301 

Comparative  Brevity 302 

Comparativ  ?  Frequency  of  Modifications 302 

Contractions,  in  A  to  Z  Order 303-323 

List  of  Phrases,  in  A  to  Z  Order 324-340 

Suggestions  Regarding  Advanced  Study  and  Practice 341,342 


INTRODUCTION 


1.  IT  is  not  because  the  number  of  text-books  on  shorthand 
is  limited  that  this  treatise  is  presented,  but  because  so  many 
of  the  current  text-books  do  not  deal  with  the  subject  in  the 
way  required  by  a  large  number  of  persons  who  wish  quickly 
to  prepare  especially  for  high-grade,  commercial  work. 

2.  There  has  never  been  offered  a  better  and  more  complete 
series  of  publications  upon   the   subject  of  shorthand   than 
those  issued  by  Andrew  J.  Graham  &  Co.     These  set  forth  the 
principles  of  Standard  Phonography  in  a  very  thorough  man- 
ner,  following  the  arrangement,  however,  of    first    learning 
the  simpler,  or  corresponding,  style,  then  revamping  that  into 
the  reporting  style,  thus  making  it   necessary  at  a  certain 
stage  to  discard  forms  that  have  already  been  learned   for 
other  and  briefer  forms.    The  most  unfortunate  feature  of  such 
study  is  that  the  original  conception  which  one  forms  of  the 
outline  of  a  word  is  apt  to  cling  to  the  memory,  and  persist- 
ently confuse  the  mind,  even  after  the  true  and  briefer  outline 
has  been  repeatedly  studied.     This  causes  not  only  hesitation 
in  writing,  but  also  unnecessarily  lengthens  the  time  of  study 
and  practice. 

Object  of  This  Treatise  — Only  the  Reporting 
Style  Presented. 

3.  There  is,  however,  a  desire  upon  the  part  of  students  for 
a  presentation  of  the  reporting  style  of  Graham's  shorthand  in 
as  direct  a  manner  as  possible.     This  is  recognized  by  every 
one  who  is  acquainted  with  the  situation,  and  is  evidenced  by 
the  efforts  of  many  teachers  and  schools   in  endeavoring  to 
secure  something  that  will  abridge  the  work  on  the  part  of 
the  student,  and  yet  give  him  a  thorough  and  correct  knowl- 
edge of  the  principles  of  the  system.     It  is  the  object  of  this 
treatise  to  meet  this  demand.    The  student  will  find  no 
shorthand  outline  presented  herein  that  will,  later  on, 
have  to  be  discarded  for  a  briefer  one,  and  the  position  of 
all  outlines  may  remain  as  first  learned.     This  secures  defi- 
niteness  in  study,  and  largely  reduces  the  work  on  the  part  of 

11 


12  INTRODUCTION 

the  student,  since  the  form  first  learned  is  the  one  always 
employed.  The  exercises  have  been  carefully  graded,  lead- 
ing the  student  step  by  step  to  the  very  briefest  forms  con- 
sistent with  legibility. 

4.  There  are  many  books  assuming  to  teach  the  Graham 
system,  and  still  others  that  do  not  claim  to  teach  it,  yet  in 
reality  have  incorporated  many  of  its  principles.   Both  classes, 
however,  teach  only  what  the  individual  author  desires  to  set 
forth  as  his  ideas  on  the  subject,  and  hence  are  misleading 
as  exponents  of  true  Standard-Phonographic  principles.     In 
the  present  attempt  the  student  will  find  that  the  principles 
of  Standard  Phonography  are  strictly  adhered  to,  personal 
preference,  if  such  exists,   not  being  allowed  to  bias  their 
presentation. 

Who  Should  Study  Shorthand. 

5.  One  of  the  first  questions  that  will  arise  in  the  mind  of 
one  contemplating  the  study  of  shorthand  is,  Can  I  learn 
shorthand?    Of  course  any  one  can  study  the  subject,  and 
would  doubtless  derive  benefit  therefrom;  but  it  is  evident 
that  for  practical  business  purposes,  those  who  can  spell  cor- 
rectly,  have  a  good  knowledge  of  the  language  (acquired 
principally  from  extensive  reading,  rather  than  a  mechanical 
study  of  grammatical  rules),  a  free  movement  of  the  hand, 
and  can  punctuate  accurately,  will  make  the  best  success. 
Where  one  or  more  of  these  qualifications   is  lacking,   the 
advancement  of  the  student  will  not  be  as  rapid  as  otherwise. 
After  beginning  work,  the  stenographer  will  find  that,  with 
proper  application,  improvement  will  be  made  in  the  lines 
mentioned. 

6.  These  qualifications  are  given  in  what  may  be  consid- 
ered the  order  of  their  importance.     To  one  who  is  a  poor 
speller,  or  who  does  not  have  a  good  knowledge  of  language, 
fitting  advice  is  not  to  take  up  the  study  of  shorthand;  for 
even  though  possessed  of  the  other  necessary  qualifications, 
very  many,  after  spending  months,  or  even  years,  in  hard  study 
and  constant    practice,   give  up  without    having    mastered 
the  art.     Among  the  natural  qualifications  essential  to  success 
in  shorthand  are  alertness  of  brain  and  nimbleness  of  hand — 
activity  of  mind  and  fingers.     The  natural  qualification  may 
also  be  stated  thus :    The  first  essential  is  not  ability,  but  stay- 
bility.     The  last  requirement  is   ability   to   stay, — to  do  the 
practicing  necessary  to  secure  ability. 


INTRODUCTION  13 

Time  Required  to  Learn. 

7.  The  second  question  that  generally  arises  is,  How  long 
does  it  take  to  learn  shorthand?     This  question  demands  a 
straightforward  answer,  and  an  attempt  will  be  made  to  give 
such. 

8.  First,  it  should  be  understood  that  there  is  a  difference 
between  learning  a  system  of  shorthand,  and  being  able  to  write 
a  certain  number  of  words  a  minute     There  are  systems  of 
shorthand  the  supporters  of  which  claim  can  be  mastered  in 
three  months,   and  that  its  writers  are  able  to  accomplish 
wonders.    People  generally,  however,  are  learning  the  fallacy 
of  such  claims,  and  that  it  is  time  thrown  away  to  follow  any 
such  will-o'-the-wisp   propositions;   that  anticipation  is  not 
realization.     Suffice  it  to  say,  the  Graham  system,  like  every 
other    standard    system,   can   not  be  learned    for    practical 
purposes  in  three  months;  for  it  includes  more  than  can  be 
acquired  in  that  time;  but  while  having  more  to  be  learned 
than  other  systems,  more  can  be  accomplished  with  it  when 
once  it  is  mastered. 

Thorough,  Constant  Application  Brings  Success. 

9.  We  will  not  tell  you  that  shorthand  is  easy,  and  can  be 
acquired  with  little  effort.     You  should  give  to  the  study  your 
best  endeavor,   and  you  will   receive  commensurate  returns. 
There    are    many     persons    who    act    as    if    they   thought 
they  could  get    something  in]  this    world  for  nothing,  and 
in    some  questionable     pursuits    this    method   may  appear 
successful.     In  shorthand,  however,  it  is  essentially  true  that 
you  can  not  get  something  for  nothing;  but  you  will  get  from 
the  study  all  that  you  put  into  it — nothing  more.     Like  every 
other  person  who  has  been  successful  in  shorthand  effort,  you 
will  have  to  pay  the  price  demanded — hard  work.     If  you  put 
into  it  daily  toil  and  midnight  oil,  you  will  find  that  the 
results  will    adequately    compensate    for    the    effort  made. 
There  is  no  short  cut  nor  speed  secret  but  continuous  study 
and  persistent  practice. 

Definiteness  in  Studying  Outlines. 

10.  The  greatest  advantage,  however,  from   following  this 
method,  is  that  there  is  a  deflniteness  in  the  study  of  each 
form  that  can  be  obtained  in  no  other  way;  and  it  is  asserted 
emphatically  that  the  forms  upon  which  the  student  hesitates, 
and  which  he  does  not  thoroughly  master  when  studying  the 


14  INTRODUCTION 

principles,  are  those  that  will  give  him  the  most  trouble,  and 
for  the  longest  time.  That  is,  an  outline  not  mastered,  not 
put  under  immediate  control  of  the  pen,  and  on  which  the 
writer  hesitates,  perhaps  not  understanding  it,  is  the  one  upon 
which  he  is  most  likely  always  to  hesitate.  "First  impres- 
sions are  the  most  lasting,"  is  as  true  in  shorthand  as  else- 
where. Where  the  illustration  follows  the  presentation  of 
fifteen  or  twenty  different  principles,  as  ordinarily,  and  with- 
out any  special  reference  to  which  particular  principle  is 
involved,  it  is  impossible  to  secure  the  definiteness  in  study 
and  the  precision  in  practice  which  can  be  gained  by  practic- 
ing separately  on  matter  relating  to  each  principle. 

A  Drill  in  Practical  Work. 

11.  Another  advantage  sought  by  this  method  is  to  place 
before  the  student  the  most  helpful  matter  for  practice,  and 
thus    enable    him  quickly    to  prepare  for    practical    work. 
Hundreds  of  students  have  gone  faithfully  through  the  work 
required  by  some  of  the  current    text-books,  and  yet  have 
come  forth  with  no  adequate  preparation  for  practical  work, 
and  in  many  cases  with  no  preparation  at  all.     To  one  who 
gives  this  question  intelligent  stud}'  it  is  evident  that  one  of 
the  chief  difficulties  such  students  encounter  is  the  matter 
upon  which  they  practice.     A  student  may  study  and  practice 
forms  for  disconnected  words,  and  receive  but  little  benefit ; 
but  if  he  practices  on  sentences,  where  the  arrangement  is 
correctly  followed,  he  will  derive  greater  benefit  than  it  is 
possible  to  secure  otherwise.     This  treatise  is  arranged  with 
special  reference  to  work  in  this  particular. 

12.  In  the  first  place,  there  is  presented  a  sufficient  num- 
ber of  words  upon  each  principle  to  fully  illustrate  it, —  the 
examples  being  much  more  copious  than  those  given  in  the 
average  instruction  book.    In  addition  to  this,  and  with  special 
reference  to  fitting  the  student  for  practical  work,  there  is 
much  more  matter  contained  in  sentences  in  connection  with 
the  lessons  on  principles  than  is  ordinarily  found  in  text- 
books, so  that  the  student  who  faithfully  practices  the  lessons 
will  have  a  correct  understanding  of  what  will  be  required 
in  his  work,  and  some  preparation  for  it. 

13.  It  is  so  often  the  case  that  students  come  from  the  class- 
room or  college,  with  a  diploma  which  ought  to  represent 
thorough  work  in  practical  lines,  yet  have  only  a  vague  idea 


INTRODUCTION  15 

of  what  is  required  in  actual  work,  and  with  no  preparation 
for  it,  that  it  is  apparent  there  is  matter  upon  which  they 
could  better  spend  time  in  practice.  In  his  work  the  stenog- 
rapher writes  sentences,  not  disconnected  words.  So,  begin- 
ning with  the  second  lesson,  sentences  are  introduced,  simple 
at  first,  and  their  number  and  scope  of  vocabulary  gradually 
increased,  thus  giving  the  otudent  a  very  thorough  drill  in  act- 
ual work.  And  it  may  be  stated  that,  by  the  use  of  the 
word-signs  of  the  briefer  style  introduced  in  connection  with 
each  lesson,  there  is  no  lack  of  correct  forms  upon  which  to 
practice.  Phrasing  is  also  introduced  at  the  earliest  stage 
possible,  so  that  correct  and  permanent  outlines  are  practiced 
throughout  the  exercises. 

A  Thoroughly  Practical  Method. 

14.  Every  one  who  knows  anything  about  shorthand  knows 
that  a  word-sign  in  its  proper  setting  in  a  sentence  will,  with 
one-half  the  study,  be  more  thoroughly  learned,  and  more 
quickly  available  for  use,  than  if  placed  in  a  list  of  words. 
Thus  it  is  that  the  greater  part  of  the  long  list  of  useful  word- 
signs  of  the  Graham  system  are  learned  by  the  student  with  a 
minimum  of  effort  on  his  part.  "  A  word  to  the  wise  is  suf- 
ficient." A  word-sign  in  its  proper  setting  is,  to  the  working 
student,  sufficient. 

A  Complete  Work. 

l-T-  There  are  three  general  classes  of  signs:  word-signs, 
written  with  one  stroke;  contractions,  indicated  by  two  or 
more  strokes;  and  outlines  written  in  full.  This  treatise  gives 
the  entire  list  of  word-signs  and  contractions  of  the  Graham 
system;  and  of  course  the  lessons  treat  upon  the  proper 
writing  of  the  outlines  written  in  full.  This  work  is  there- 
fore complete  in  itself,  nothing  else  being  necessary  as  a 
book  of  instruction. 

Specific  Method  of  Practice. 

lo.  It  would  be  of  little  value  simply  to  place  in  the  hands 
of  a  beginner  a  statement  of  principles,  with  matter  for 
writing,  without  telling  him  definitely  how  to  practice  in 
order  to  make  the  most  satisfactory  progress.  The  best  re- 
sults are  obtained  only  when  the  practice  is  in  harmony  wi'th 
the  most  approved  methods.  Shorthand  is  both  a  science  and 
an  art.  Many  study  it  only  as  a  science,  or  fail  to  practice 


16  INTRODUCTION 

properly,  and  hence  make  little  progress  in  the  art.  Yet  from 
a  scientific  standpoint  alone,  its  principles  are  so  beautiful  and 
consistent  as  to  attract  and  hold  one's  interest  in  the  study. 

Correct  Position  of  Pen. 

17.  In  order  to  write  the  characters  correctly,  and  to  con- 
tinue the  writing  for  a  long  time  with  a  minimum  of  fatigue, 
and  at  a  high  rate  of  speed,  it  is  necessary  that  the  pen  be 
held  properly.      Your  ability  in  writing  longhand,  i-t  matters 
not  how  proficient  you  may  be,  is  no  criterion  to  guide  you  in 
the  writing  of  shorthand  ;  for,  as  is  very  evident,  the  writing 
of  each  is  essentially  different.     That  is  to  say,  the  manner 
of  holding  the  pen  in  writing  shorthand  may  not  be  according 
to  any  rule  laid  down  by  expert  longhand  writers.     As  long  as 
one  follows  the  rubles  governing  the  proper  writing  of  long- 
hand, he  will  not  be  able  to  write  shorthand  as  rapidly  and 
neatly  as  he  otherwise  might.      Of  course  shorthand  can  be 
written  in  any  way  one  may  choose ;   but  reference  is  here 
made  to  the  highest  speed  and  the  best  notes  of  which  the 
student  is  capable. 

18.  In  shorthand  writing  everything  in  the  matter  of  cor- 
rectness, speed,  and  endurance,  therefore,  depends  upon  the 
correct  position  of  the  arm,  wrist,   hand,  and  fingers.     This 
position  may  be  stated  thus  :  — 

19.  The  elbow  should  rest  firmly  upon  the  table,  not  being 
moved  at  all  from  side  to  side.     The  weight  of  the  body  should 
be  placed  mostly  upon  the  left  arm.     The  wij'st  should  not  be 
allowed  to  rest  upon  the  paper,  but  should  curve  slightly  up- 
ward.    This  is  the  point  upon  which  so  many  fail.     The  third 
and  fourth   fingers  should  simply  touch  the  paper,  gliding 
smoothly  over  it.     The  thumb  and  the  first  and  second  fingers 
hold  the  pen  loosely,  the  pen-point  being  about  three-fourths 
of  an  inch  from  the  end  of  the  first  finger.      It  is  almost   im- 
possible for  them  to  grip  the  pen  if  the  wrist  be  curved  as 
directed  above  ;  thus  the  fingers  are  free  to  guide,  turn,  and 
control  the  pen  in  making  the  characters.     By  following  the 
proper  method  there  is  little  liability  of  contracting  writer's 
cramp. 

20.  The  following  diagram  will  illustrate  the  correct  posi- 
tion better  than  it  can  be  described  : — • 


INTRODUCTION 


17 


21.  To  assist  the  student  in  determining  whether  or  not  he 
has  the  correct  position,  let  him  write  a  few  lines  of  the 
stroke  Tee,   writing  as  rapidly  as  it  is  possible  for  him  to 
make  the  characters,  and  not  making  a  particle  of  pause  or 
hesitation  between  the  strokes,  or  having  to  rest  the  pen  at 
any  point  in  order  to  secure  a  position  for  the  hand  to  con- 
tinue the  writing. 

22.  It    is.  impossible    for    one,   in    words,    accurately    to 
describe,  as  well  as  for  a  beginner  to  attain  until  after  long 
practice,  the  movement  of  the  hand  required  for  rapid  note- 
taking.     As  nearly  as  it  is  possible,  perhaps,  to  describe  the 
movement,  it  may  be  said  to  be  a  light,  quick,  elastic  touch. 
The  student  can  not  be  expected  to  attain  this  on  beginning 
practice  ;    but  by  practicing  in  this  way,  as  well  as  trying 
to  secure  the  movement  just  described,  it  is  believed  that  a 
proper  movement  of  the  hand  will  be  developed  in  due  time. 

Educational  Value  of  Current  Shorthand  Literature. 

23.  One  of  the  first  questions  to  be  considered  in  the  matter 
of  practice  is  the  material  for  work.     A  shorthand  journal  is 
one  of  the  first  requisites  for  the  student.     This  will  create 
and  maintain  an  interest  and  an  enthusiasm  in  shorthand 
work  that  will  prove  not  only  very  helpful,    but,  it  might 
almost  be  said,  absolutely  essential.      A  shorthand  student 
working  without  the  current  literature  devoted  especially  to 
that  subject,  is  like  a  lawyer  practicing  without  law  books  in 
his  office  for  reference. 

24.  The  only  publication  devoted  entirely  to  the  Graham 
system  is  the  Student's  Journal,  published  at  1135  Broadway, 
New  York,  N.  Y. ;  price,  $1.00  a  vear.      The  best  journal 

2 


18  INTRODUCTION 

devoted  to  shorthand  and  typewriting  interests  in  general  is 
The  Typewriter  and  Phonographic  World,  published  at  335 
Broadway,  New  York,  N.  Y.;  price,  $1.00  a  year.  The  student 
should  at  once  send  in  his  subscription  for  these  journals. 

Material  for  Work. 

25.  In  the  matter  of  pens  and  ink,  it  is  not  presumed  that 
one  could  speak  with  satisfaction  to  all ;  but  the  following 
suggestions  may  prove  of  value  to  a  number  sufficiently  large 
to  warrant  offering  them  :  — 

26.  Pens.  —  Esterbrook's  "Lady  Falcon,"   No    182,  is   a 
good  pen  for  shorthand  work     A  pen  having  a  finer  point,  and 
with  harder  flexibility,  is  the  DeWitt  and  Sinclair,  Nickel 
Iridium,  No  12     In  choosing  a  pen,  it  is  essential  that  one 
be  selected  having  the  qualities  named  above  ,  that  is,  a  fine, 
smooth  point,   and   hard  flexibility.     Neat  shorthand  notes 
can  not  be  written  with  a  pen  that  has   not  a  fine,  smooth 
point,  neither  can  such  notes  be  written  rapidly  with  a  very 
flexible  pen.     Avoid  the  use  of  a  pencil.     Such  notes  are  not 
so  legible,  neat,  permanent,  or  rapidly  written  as  pen  notes. 

27.  Ink. — Avoid  fluid  inks,  which  generally  do  not  have  a 
good  color  until  a  long  time  after  they  are  used.     An  ink  that 
flows  freely  from  the  pen,  has  a  good  color,  and  can  be  used 
day  or  night  with  perhaps  a  minimum  of  fatigue  to  the  eyes,  is 
purple,  or  violet.     A  very  desirable  feature  of  purple  ink  is 
that  it  flows  freely  from  the  pen,  with  little  effort,  because  of 
its  oily  nature.     Some  writers  use  a  green  ink,  and  there  are 
varieties  of  black  ink  that  might  be  satisfactory. 

28.  Paper. — Do  not  use  a  poor  qualtity  of  paper,  either  for 
practice  or  work.     Secure  for  pen  use  only  the  best  paper, 
with  a  hard,  smooth  finish,  good  ruling,  and  with  lines  about 
three-eighths  of  an  inch  apart,   and  preferably  blue.     The 
average  stenographer's  note-book  on  the  market  is  generally 
made  up  of  a  very  poor  quality  of  paper.     Double-line  ruling 
is  not  adapted  for  rapid  writing.     Drawing  can  be  done  on 
single  ruled  paper,  as  described  above,  and  no  change  from 
accustomed    method    is    necessary   when    rapid    writing    is 
attempted. 

29.  An  important  question  in  this  connection  is  as  to  which 
should  be  used, — fountain  pen,  steel  pen,    or  pencil.     Our 


INTRODUCTION  19 

advice  is  to  use  a  steel  pen,  of  the  kind  already  described,  if 
it  suits  your  hand.  Occasionally  it  may  be  absolutely  neces- 
sary to  use  a  pencil;  but  all  writers  agree  that  pencil  notes  are 
not  as  legible  as  pen  notes ,  and  as  accuracy  is  the  prime 
requisite,  the  writer  will  find  it  decidedly  to  his  advantage  to 
use  a  pen  in  making  notes  A  steel  pen  of  the  right  kind  will 
generally  be  found  to  do  the  writing  with  greater  ease  than  a 
gold  pen.  This  would  perhaps  not  be  noticeable  at  first ;  but 
if  the  writing  be  continued  for  hours,  the  force  of  this 
statement  will  be  realized 

A  Fascinating  Work. 

30.  What  has  been  said  regarding  the  qualifications  and 
the    perseverance   necessary  to  successful    achievement    in 
studying  shorthand,  is  not  with  the  intention  of  discouraging 
any  one  from  taking  up  the  work,  but  that  every  one  may  do 
so  with  an  approximately  correct  idea  of  what  is  involved. 
This  is  not  the  place  to  speak  of  the  advantages  and  oppor- 
tunities offered  the  one  who  has  thoroughly  acquired  this  art. 
Instances  of  rapid  advancement  in  commercial    pursuits,  in 
political  circles,  and  in  literary  acquirements  are  too  numer- 
ous, and  too  well  known,  to  make  necessary  or  advisable  a 
restating  of  them  here 

31.  There    is,    however,    one    feature     of    the    work    not 
generally  known,  especially  by  those    outside  of  shorthand 
circles,  to  which  reference  may  be  made.     To  the  accurate, 
verbatim    reporter,  —  following    the   rapid   discourse   of   the 
flowery  orator,  the  eloquent  divine,  or  the  fluent  lawyer,  who 
thrills,    electrifies,    sways,    and    carries  with    him,   by   his 
forceful  eloquence  and  masterly  logic,  the  entire  assembly, 
—  there  comes  a  feeling  of  satisfaction,  of  exhilaration,  in  the 
thought  that  he  is  the  medium  by  which  those   utterances 
are  to  be  transmitted   to  written  form,   to   be  of  benefit  to 
others.     Such  effort  affords  supreme  delight,  and  gives  true 
satisfaction. 

32.  The  importance  of  a  thorough  mastery  of  shorthand 
can  not  be  too  highly  estimated;   for  there  is  no  question  but/ 
that  successful  achievement  in  this  profession  favorably  influ- 
ences, and  affects  for  the  better,  the  current  of  the  after-life 
of  those  who  complete  the  work.     Although  one's  life-work 
may  not  continue  in  this  line,  yet  the  effort  required  success- 
fully to  prepare  for  thorough  work,  enables  him  the  better  to 


20  INTRODUCTION 

meet  other  important  and  stern  duties  of  life.  Throw  your 
energies  and  soul  into  the  work  necessary  in  shorthand  as 
if  your  success  in  everything  in  life  depended  upon  your  ef- 
forts in  that  art,  and  you  will  be  many  times  repaid  and  bene- 
fited, not  alone  by  your  achievement  in  shorthand,  but  by  the 
helpful  habit  of  perseverance  thus  acquired. 

A  Comparison. 

33.  Now  a  few  words,  candidly,  about  shorthand  systems 
in  general.     The  Graham  system  is  one  that,  if  desired,  can 
be  written  with  great  brevity.     The  application  of  all  the 
advanced  principles,  as  herein  outlined,  enables  one  to  write 
ordinary  matter  with  an  average  of  100  strokes  for  100  words, 
and  even  technical   matter  with  only  five  or  ten   per  cent, 
longer  forms.     Other  systems  of  shorthand  employ  130  to  151 
strokes  for  100  words,  some  systems  writing  200  strokes  for  IOC 
words.     Frankly,  there  is  no  question  but  that  a  student  car 
write  more  rapidly  for  a  few  weeks  or  months  by  using  a 
system  with  outlines  written  in  full,  than  by  using  a  briefer 
system;  but  as  certainly  as  he  attempts  to  follow  the  "unruly'' 
human  tongue,   the  time  will  come  in  his  experience  as  a 
stenographer,   and  that   very  early,,  when   he   will   feel   the 
absolute  necessity  of  securing  all  the  brevity  possible;   foi 
accurate,  rapid  work  requires  speed;  and  if  two  strokes  are 
employed  where  one  could  be  used,  it  is  evident  that  unneces- 
sary time  is  consumed  in  the  writing. 

34.  It  is  not  affirmed  that  a  system  that  is  fifty  per  cent,  brief- 
er in  outline  than  another,  can  be  written  by  a  beginner  in  half 
the  time  required  by  the  longer  method,  since  it  is  necessary  for 
the  mind  to  act  before  writing.    But  if  the  study  and  practice 
be  continued  until  the  briefer  method  is  as  thoroughly  and 
completely  mastered,  both  the  mind  and  the  hand  have  less 
work    to    do,  and  consequently  much  greater  speed    is   the 
result.     There  is  no  basis  upon  which  to  make  an  accurate 
comparison  on  this  proposition,  since  there  necessarily  enters 

.into  it  the  question  of  the  action  of  the  mind  and  the  hand, 
which  varies  with  different  persons. 

35.  Of  course,  if  desired,  some  of  the  briefer  principles  of 
the  Graham  system  need  not  be  employed  at  first.     However, 
the  student  using  the  system  is  all  the  time  becoming  more 
familiar  with  the  briefer  methods,  and  hence  is  on  the  main 


INTRODUCTION  21 

road  to  the  highest  achievement,  —  like  one  traveling  the 
main  road  leading  to  a  desired  mountain  height,  instead  of  a 
by-path  leading  on  to  some  wild,  disappointing  gulch.  Only 
more  study  and  practice  along  the  lines  on  which  he  is  work- 
ing, prepare  him  to  do  more  difficult  work.  Furthermore,  if 
a  certain  practical  speed  in  a  given  time  be  the  object,  it  can 
be  attained  as  quickly  with  the  Graham  system  as  with  a 
system  using  longer  forms.  There  are  hundreds  of  persons 
using  inferior  systems,  the  resources  of  which  they  have 
exhausted,  who  would  be  able  to  do  high-grade  reporting 
work  IF  the  rate  of  speaking  were  not  quite  so  high.  But  the 
rate  of  speaking  is  absolutely  beyond  the  control  of  the  stenog- 
rapher. The  alternative,  therefore,  is  to  contract  the  writ- 
ing, learn  the  system  thoroughly,  and  high  speed,  with 
legible  notes,  will  certainly  be  the  result. 

Facsimile  Notes. 

35a.  The  shorthand  notes  in  this  treatise  are  facsimile 
notes  written  by  the  author,  and  photographically  repro- 
duced. Being  actual  facsimiles  of  pen  work,  written  at  an 
increasing  rate  of  speed,  and  such  offhand  notes  as  any  writer 
can  make,  the  student  will  thus  become  familiar  with  such 
notes  as  he  must  necessarily  use  in  his  own  work,  the  reading 
of  which  is  the  supreme  test  of  a  stenographer's  proficiency. 
It  is  believed  that  the  student  will  thus  go  from  work  on  ex- 
ercises to  practical  work  with  as  little  change  as  possible. 

Size  of  Notes. 

35b.  The  length  of  a  normal  full-length  stroke  should  be 
about  one-sixth  of  an  inch.  In  actual  work  the  size  of  notes 
may  vary  according  to  the  will  of  the  writer.  In  that  case, 
a  corresponding  variation  of  all  the  different  lengths  of  signs 
should  be  made.  Notes  made  but  one-eighth  of  an  inch  in 
length,  with  double-length,  half-length,  and  ticks  correspond- 
ing, are  very  neat,  and  are  recommended.  For  the  purpose 
of  illustrating  this  work,  however,  it  was  found  that  the 
camera  would  not  produce  satisfactory  results  with  notes 
made  much  smaller  than  those  shown,  the  full-length- strokes 
of  which  are,  as  stated,  about  one-sixth  of  an  inch. 


GENERAL  STATEMENT  REGARDING  STUDY   AND 
PRACTICE. 

3G.  The  object  throughout  this  work  will  bo  to  direct  the 
student  so  that  his  time  will  not  be  misspent  or  his  efforts  mis- 
directed, but  to  guide  his- efforts  in  such  a  way  that  for  a  mini- 
mum of  effort  he  will  secure  a  maximum  of  skill.  For  this 
purpose  attention  is  drawn  to  matter  of  the  most  importance, 
as  well  as  the  best  manner. of  practicing,  in  order  that  the 
student  may  secure  the  most  satisfactory  results. 

37.  The  work  of   the  student  on  each  exercise  should  be 
graded  and  done  in  a  systematic,  logical  order.     This  order 
should  be  as  follows: — 

a.  A  careful  study  of  the  principles. 

I).  Reading  of  shorthand  outlines  a  sufficient  number  of 
times  to  become  thoroughly  familiar  with  the  outline  and  the 
principle  involved. 

c.  Drawing  the  shorthand  characters  many  times,  and  as 
carefully  as  possible,  thus  laying  the  foundation  for  a  legible 
style,  of    shorthand  penmanship,  without  which  legibility  is 
seriously  impaired  later  in  rapid  work. 

d.  Writing  the  characters  from  dictation,  to  give  quick- 
ness of  thought  and  execution. 

e.  A  review  of   the  principles  by  answering  questions  in 
connection. with  the  exercise. 

/.  Applying  the  principles  involved  by  writing  the  review 
matter  without  key,  which  will  require  original  work  on  the 
part  of  the  student — the  object  of  all  study. 

38.  If  the  student  were  to  reverse  any  of  these  steps,  he 
would  quickly  see  that  an  illogical  order  would  result.     If  he 
will  carefully  follow  these  suggestions  in  connection  with  each 
exercise,  he  will  spend  his  time  to  the  best  possible  advantage!, 
and  so  secure  the  most  satisfactory  results. 

39.  The  first  eleven  lessons  should  be  considered  drawing 
lessons.     The  characters  should  be  drawn  slowly  and  with  the 
greatest   care.      No   effort  at   speed   is  to  be  attempted.     In 
this  manner  alone  can  a  legible  style  of  writing  be  attained. 
Illegible   notes  are    of    no  value   whatever,    and    unless   the 
foundation  is  laid  for  a  good  style  of  shorthand  penmanship, 
the  later  work  of  the  student  will  be  done  at  a  great  disad- 
vantage.    When  it  is  urged  that  these  lessons  should  be  drawn 
in  order  to  form  a  legible  style  of  writing,  it  is  done  with  a 
knowledge  of  the  great  importance  of  the  matter;  for  unless 
this  plan  is  followed,  the  student  will  at  a  later  stage  have  to 
turn  back  and  do  the  work  here  suggested  before  he  can  write 
plain,  legible  notes  at  a  rapid  rate. 

22 


LESSON    1 

SIMPLE=CONSONANTS  AND  VOWELS. 

40.  No  time  will  be  spent  in  presenting  a  history  of  short- 
hand; for  this  does  not  concern  the  present  attempt.    Much  has 
been  written  upon  the  subject,  and  elsewhere  there  is  given  a 
list  of  works  to  which  the  student  is  referred  for  information 
on  various  matters  relating  to  shorthand  and  kindred  subjects. 

41.  Neither  is  it  essential  that  anything  be  said  with  refer- 
ence to  the  various  elements  of  sounds,  other  than  is  shown 
in  the  following  table  of  consonant-signs,  which  gives  :  (1)  the 
shorthand  character  ;  (2)  its  name  ;  and  (3)  its  use,  or  power, 
as  illustrated  in  the  words  selected  :  — 

Consonants. 

CHARACTER.  NAME.  SOUND  AS  IN 


r 


Pee 

Bee 

Tee 

Dee 

Chay 

Jay 

Kay 

day 

Ef 

Vee 

Ith 

Tnee 

Es 

Zee 

Ish 

Zhay 

Lay 

Ar 

Ray 

Em 

Emp 

En 

Ing 

Way 

Yay 

Hay 


up 
be 

it 

do 

which 

Jesus 

kingdom 

give 

for 

have 

think 

thee 

so 

was  (z). 

shall 

usual  (zh) 

will 

are 

ray 

may 

important 

no 

thing 

way 

your 

holy 


23 


24  SIMPLE-CONSONANTS   AND   VOWELS 

42.  Brief  Signs,  Uses  of  Which  Will  Be  Explained  Later 

CHARACTER.  NAME.  FOR    THE    SOUND    OF 

°  Iss  S  or  Z 

Wen  W 

3  Wuh  W 

Yeh  Y 

Yuh  Y 

Hay-dot,  or  Heh  H 

/  Hay-tick,  or  Huh  H 

43.  Direction  of   Consonant-Strokes. 

LEFT   INCLINED— ALWAYS   WRITTEN  DOWNWARD. 

\       v      V      v    v    > 

Pee  Bee  Ef  Vee  Ar  Way 

RIGHT  INCLINED  —  ALWAYS  WRITTEN  DOWNWARD. 

i        i        j  J        r 

Qhay  Jay  Ish  (Shay1)  Zhay  Yay 

RIGHT    INCLINED  — ALWAYS  WRITTEN  UPWARD. 

r         /        / 

Lay  (El2)  Ray  Hay 

VERTICAL— ALWAYS  WRITTEN  DOWNWARD. 

:\      i      (      c      )     > 

Tee  Dee  Ith  Thee  Es  Zee 

HORIZONTAL— ALWAYS  WRITTEN    FROM  LEFT  TO  RIGHT. 
^_  s~^  r-^  ^  <^ 

Kay  Gay  Em  Emp-b  En  log 

44.  The  foregoing  table  clearly  indicates  the  direction  of 
all  the  consonant  strokes,  or  steins.     It  will  be  noticed  that 
the  signs  for  1  and  sh  are  written  either  upward  or  downward. 
There  is  not  a  single  change  of  direction  in  the  case  of  any  of 
the  other  strokes,  as   indicated    above.       Definite  rules  for 
writing  the  signs  for  1  and  sh,  as  well  as  rules  regarding  the 
use  of  Ar  and  Ray,  will  be  given  in  Lesson  5. 

45.  For  the  present  it  will  be  sufficient  to  state  that,  stand- 
ing alone,  the  sign  for  1  is  always  written  upward,  when  it  is 
called  Lay.     To  secure  better  joinings  with  other  strokes,  it  is 
occasionally  written  downward,  and  is  then  called  El. 

1  Name  of  upward  movement. 

2  Name  of  downward  movement. 


SIMPLE-CONSONANTS   AND  VOWELS 


25 


46.  The  sign  for  sh  is  invariably  written  downward  when 
standing  alone,  when  it  is  called  Ish.     Later,  in  a  few  cases, 
for  the  purpose  of   securing  more  acute  angles  with  certain 
strokes,  it  is  written  upward,  and  is  then  called  Shay. 

47.  The   only   strokes  that  are  ever  written   upward   are 
Shay,  Lay,  Ray,  Hay, — the  three  last-named  almost  always  ; 
the  first-named,  only  in  a  few  cases. 

48.  With  reference  to  the  use  of  Ar  and  Ray,  it  may  be 
stated  that  Ar  is  generally  vised  when  a  vowel  precedes  tl.^ 
sound  of  r;  while  Ray  is  employed  when  a  vowel  follows  tL& 
sound   of   r.     This  is  only  a  general    statement:    exceptions 
to  this  statement,  as  noted  in  the  fifth  Exercise,  are  only  for 
the  purpose  of  securing  more  convenient  forms  than  would 
otherwise  result. 

49.  Ray  and  Chay  are  distinguished  by  both  direction  and 
slant.     Ray  is  always  written  upward,  and  at  an  inclination  of 
about  thirty  degrees,  while  Chay  is  invariably  written  down- 
ward, and  at  an  inclination  of  about  sixty  degrees,  from  the 
l.ine  of  writing.     Hay  is  written  upward,  and  at  the  same  in- 
clination as  Ray. 

50.  In  later  practice,  for  the  purpose  of  securing  better 
angles,    the  direction  of   consonant  strokes   may  be  slightly 
changed. 

51.  The  heavy  curved  strokes  should  be  shaded  only  in  the 
middle,  gradually  tapering  at  both  ends 

52.  In  writing  a  consonant  outline  consisting  of   two   or 
more  strokes,  the  second  stroke  is  begun  at  the  close  of  the 
first,  and  the  third  at  the  close  of  the  second,  without  lifting 
the  pen. 

53.  The  following  diagrams  will  indicate  that  there  are  but 
four  directions  employed,  aside  from  Ray  and  Hay  (which  are 
written  at  a  different  angle  than  other    strokes),    with    six 
strokes  in    each    direction,    making  a    total  of    twenty-four 
strokes.     However,  Ray  is  used  for  the  same  sound  as  Ar  ;  so 
there  is  thus  provided   the  required    number    of    signs    tor 
representing  all  the  consonant  sounds  of  the  language,  twenty- 
five  in  number. 


26  SIMPLE-CONSONANTS  AND    VOWELS 

54.  It  will  also  be  observed  that  the  following  consonants  are 
arranged  in  pairs ;  that  is,  the  heavy  sounds  are  indicated  by 
heavy,   or  shaded,  strokes,  while  the  light  sounds  are  repre- 
sented by  light  strokes:  Pee,  Bee  ;  Tee,  Dee  ;  Chay.  Jay  ;  Kay, 
Gay  ;  Ef,  Vee  ;  Ith,  Thee  ;  Es,  Zee  ;  Ish,  Zhay. 

55.  The  similarity  of  these  sounds  will  be  noted  in  the 
following  words :  pea,  bee ;  tie,  die  ;  etch,  edge ;  coe.  go ;  fie, 
vie  ;  thigh,  thy  ;  us,  owes ;  shall,  usual. 

56.  Although   generally    considered   as   representing    two 
sounds,  the  following  signs  represent  but  one  sound,  as  will  be 
seen  after  a  brief  study  of  their  elements :    /  t-sh ;  /  d-zh ; 

•J  s-h  ;   s  z-h  ;  ^  n-g ;  s-\  m-p,  or  m-b, 

57.  The  sign  last  given  represents  the  sound  of  mp  or  mb, 
.  with  no  vowel  sound  occurring  between  the  two  letters.  It  may 

more  properly  be  considered  as  representing  two  sounds.  In 
the  writing  of  words,  in  the  simpler  style,  there  is  no  inter- 
vening vowel;  in  the  briefer  style,  in  writing  phrases,  a 
vowel  sound  may  sometimes  occur  between  the  m  and  p  cr 
the  m  and  b.  In  giving  its  name,  where  it  occurs  discon- 
nected from  any  word,  it  will  be  called  Emp.  However,  it 
should  be  understood  that  when  it  represents  the  sound  of  b, 
instead  of  p,  its  name  is  properly  called  Emb. 

58.  All  similar  consonant  sounds  are  represented  by  similar 
signs;  hence  it  will  be  observed  that  the  first  sixteen  conso- 
nant signs  are  arranged  in  pairs ;  that  is,  light  signs  represent 
whispered   sounds,  while  heavier  signs  represent  heavier,  or 
voiced,  sounds.     The  analogy  between  these  sounds  will  soon 
become  apparent  to  the  student.     The   fact  that   light  and 
heavy  soijnds  are  represented   by  correspondingly  light  and 
heavy  s.igns  is  of  great  advantage  in  later  practice. 

59.  In  writing  a  word  in  shorthand,  the  consonant  stems 
are  first  written,  employing  only  the  characters  to  represent 
the  sounds  expressed.     Hence  all  silent  letters  are  omitted, 
thus  giving  a  uniform  basis  of  writing.     Each  word,  therefore, 
is  written  exactly  as  pronounced.     The  strokes  forming  the 
outline  should  be  joined  without  lifting  the  pen,  by  the  side  of 
which  the  vowel  signs  are  afterward  inserted.     The  consonant 
strokes  should  be  written  in  accordance  with  the  following 
principles :  — 


SIMPLE-CONSONANTS   AND   VOWELS 


27 


60.  The  first  inclined  (right  or  left,  upward  or  downward), 
or  vertical  stroke,  should  rest  upon  the  line  of  writing,  to 
which  the  following  stroke  should  be  joined;  thus:  — 


Fee-Lay,  Lay-Pee,  Ray-Bee,  Bee-Ray,  I'ee-Tee,  Tee-Ray, 
Tec-Chay,  Chay-Tee,  Chay-Kay,  Ray-Kay,  En-Jay,  Kay-En- 
Dee,  Em-Chay,  Chay-Em,  Em-Lay,  Lay-Em,  Ar-Lay,  Ar-Kay, 
Lay-Kay,  Ray-Tee,  Chay-Ray,  Ray-Chay,  Pec-Kay,  Kay-Pee, 
Bee-Ith,  Kay-Jay,  Ar-Gay,  Dee-Ith,  Dee-Lay,  Lay-Dee,  Ar-Em, 
Em-Ray,  Ef-Ar,  Lay-Ar,  Ray-En,  Ef-Ar-Em,  Em- En-Tee, 
Ray-Ing-Kay. 

61.    Two  sounds  represented  by  curved  stems  are  expressed 

as  follows :  — 


Em-Em,  En-En,  Ef-Ef,  Vee-Vee,  Es-Es,  Ing-Ing,  Ar-Way: 
Lay-Lay,  Ish-Ish,  Way-Ar,  Ef-Vee. 

62.    An  angle  should  be  made  between  the  curved  strokes 
Ef  and  En,  Vce  and  Ing,  Lay  and  Em,  and  similar  joinings,  as:  — 


Ef-En,  Vee-En,  Ef-Ing,  Vee-Ing,  Lay-Em,  Thee-En. 
63.   Other  curves  may  be  joined  without  an  angle  :  — 


Lay-Ar,  Ef-Shay,  Em-Es,  El-En,  El-Ing,  Lay-Es,  Lay-Zee, 
Ef-Ar,  Vee-Ar,  Lay-Way,  Es-Ith,  Shay-Lay,  Lay-Shay,  En- 
Em,  Em-Ish. 


SIMPLE- CONSONANTS   AND  VOWELS 


64.    Light  and  heavy  strokes  of  the  same  direction  should 
be  gradually  tapered  the  entire  length,  as  :  — 


Tee-Dee,  Dee-Tee,  Pee-Bee,  Bee-Pee,  Kay-Gay,  Gay-Kay, 
Chay-Jay,  Jay-Chay. 

65.    Heavy  strokes  are  written  thus:  — 


Vee-Gay,  Dee-D.ee,  Bee-Bee,  Gay-Gay,  Emp-Eiup,  Way-  Way, 
Bee-Ing,  Vee-Emp,  Dee-Vee. 

66.  The  following  exercise  should  be  read  and  copied  until 
thoroughly  understood  before  the  student  proceeds  with  addi- 
tional matter  :  — 


U 


Pee-Tee,  Tee-Pee,  Pee-Kay,  Tee-Kay,  Bee-Kay,  Kay-Bee, 
Ray-Bee,  Bee-Ray,  Lay-Bee,  Bee-Lay,  Ray-En,  Chay-En,  En- 
Chay,  Ray-Tee,  Tee-Ray,  Chay-Tee,  Tee-Chay,  Dee-Em,  Kay- 
Ray,  Kay-Chay,  Dee-Shay,  Tee-Shay,  Ish-Dee,  Ish-Pee,  Bee- 
Ish,  Ish-Ar,  Ef-Dee,  Vee-En,  Ish-Ing,  El-Emp,  Ef-Em,  Em-Ef, 
Ith-Chay,  Kay-Em,  Pee-Ray-Ef,  Lay-Jay-Kay,  En-Dee-Lay, 
Jay-Ein-Kay,  Ar-Em-Ray,  Lay-Vee-Lay,  Ar-Lay-Ar,  Bee-Em- 
Ray,  Em-Lay-Ar,  Lay-Dee-Em,  Ar-Era-En,  En-Em,  Em-Ing, 
Gay-Em-Ray,  Bee-Kay-Tee,  Hay-Dee,  Hay-Ray-Dee,  Hay-Tee, 
El-En,  El-Ing,  Pee-Emp,  Dee-Emp,  Em-Tee,  Tee-Em,  Ray-Ef, 
Lay-Kay,  El-Gay,  Jay-En-Vee,  Lay-Ar-Em,  Em-En,  Lay-Hay, 
Ef-Emp. 


SIMPLE  CONSONANTS   AND  VOWELS  29 

67.  It  is  quite  essential  that  names  be  assigned  to  the  char- 
acters, that  they  may  be  more  readily  spoken  of.  Thus,  when 
a  name  is  given,  the  student  will  at  once  understand  exactly 
what  it  means,  without  the  teacher's  writing  or  describing  the 
sign.  This  also  renders  much  cheaper  the  preparation  of 
books  upon  the  subject,  saving  the  cost  of  engraving  the  sign 
each  time  it  must  be  used.  The  greatest  advantage,  however, 
is  that  the  student  himself  will  be  benefited  by  learning  the 
names  of  the  characters.  In  his  practice,  when  in  doubt  as 
to  he  exact  word  indicated  by  the  outline,  he  will  find  that  if 
the  name  of  the  sign  is  spoken,  it  will  very  greatly  assist  in 
determining  the  word  ;  for  the  names  selected  are  as  near  as 
possible  the  sounds  of  the  word. 

VOWELS. 
Dots. 

68.  HEAVY — REPRESENTING  LONG  (OR  HEAVY)  VOWEL  SOUNDS. 

'I  'I  .1 

e  as  in  tea  a  as  in  day  a  as  in  ah 

LIGHT — REPRESENTING  LIGHT  VOWEL  BOUNDS. 

'I  -I  .! 

f  as  in  dim  e  as  in  met  a  as  in  at  (or  ask) 

Dashes. 

.63.  HEAVY— REPRESENTING  LONG  (OR  HEAVY)  VOWEL  SOUNDS. 

1  •!  -! 

a  as  in  awe  o  as  in  old  oo  as  in  stool 

LIGHT— REPRESENTING  LIGHT  VOWEL  SOUNDS. 

1  "I  -I 

o  as  in  on  u  as  in  up  oo  as  in  foot 

70.  To  assist  the  beginner  in  determining  the  power  of  the 
vowel-signs,  as  well  as  the  position  to  which  each  is  assigned, 
the  following  tables,  containing  words  whose  sounds  will  be 
readily  understood,  will  prove  beneficial  for  both  independent 
and  comparative  study:  — 


30  SIMPLE-CONSONANTS  AND  VOWELS 

LONG   VOWEL   SOUNDS — HEAVY   DOTS. 


1st  position. 

2d  position.                      3d 

position. 

E 

A 

AH 

heat 

hate 

heart 

reed 

raid 

farm 

need 

weigh 

harm 

fear 

fair 

far 

machine 

prey 

ark 

eat 

eight 

art 

feet 

fate 

father 

mete 

vein 

ah 

tree 

tray 

tar 

dear 

dare 

dark 

bier 

bear 

bar 

thee 

they 

arm 

SHORT 

VOWEL   SOUNDS  —  LIGHT   DOTS. 

1st  position. 

2d  position.                       3d 

position. 

I 

E 

A 

knit 

net 

gnai; 

tin 

ten 

tan 

mint 

men 

man 

pin 

pen 

pan 

din 

bred 

dance 

myth 

met 

mat 

in 

enter 

an 

pity 

pretty 

ask 

LONG   VOWEL   SOUNDS  —  HEAVY  DASHES. 

1st  position. 

2d  position.                      3d 

position. 

AW 

O 

OO 

all 

old 

pool 

talk 

note 

noon 

draw 

bold 

food 

awe 

fold 

ooze 

warm 

though 

do 

walk 

know 

moon 

laud 

load 

move 

tall 

toll 

tool 

caw 

coe 

coo 

war 

woe 

woo 

thaw 

throw 

through 

stall 

stole 

stool 

saw 

sew 

Sioux 

SIMPLE-CONSONANTS   AND   VOWELS  31 

SHOUT   VOAVEL   SOUNDS — 1,10 HT  DASHES. 

1st  position.  3d  position.  3d  position. 

o  u  oo 

was  full  book 

what  push  foot 

odd  up  good 

not  study  wool 

for  come  look 

orb  cur  nook 

lord  urn  wood 

nor  .       under  could 

shot  shut  should 

shock  shuck  shook 

fought  bud  boot 

71.  Most  of  the  vowel  sounds  preceding  r  have  a  slightly 
different  sound  than  when  preceding  other  consonants.  R  is  a 
liquid  sound,  and  readily  coalesces  with  vowel  sounds,  thus 
modifying  them.  Yet  the  difference  is  not  great  enough  to 
make  it  necessary  to  provide  separate  vowel-signs.  There  are 
also  other  infrequent  vowel  sounds  closely  resembling  those 
for  which  signs  are  provided  above;  but,  for  the  most  part,  it 
is  unnecessary  to  make  a  distinction  in  these  sounds. 

73.  The  vowels  are  inserted  after  the  consonant  outline  is 
made,  and  are  written  in  three  positions;  namely,  first  position, 
where  the  stroke  is  begun  (whether  it  be  an  upward  or  a 
downward  stroke);  second  position,  at  the  middle  of  the  stroke; 
third  position,  at  the  end  of  the  stroke.  The  dash  vowels  are 
generally  written  at  right  angles  to  that  portion  of  the  stroke 
opposite  which  they  are  placed. 

73.  A  vowel  placed  to  the  left  of  an  inclined  (upward  or 
downward)  or  a  vertical  stroke,  or  above  a  horizontal  stroke,  is 
read  before  the  stroke.     When  the  vowel-sign  is  placed  to  the 
right  of  an  inclined  or  a  vertical  stroke,  or  below  a  horizontal 
stroke,  it  is  read  after  the  consonant. 

74.  It  will  be  seen  that  all  vertical  and  inclined  (upward  or 
downward)  strokes  are  vocalized  analogously,  and  that  the  vo- 
calization of    horizontal  strokes  is  essentially  different.     In 
respect  of   vocalization,  there  are  only  these  two  classes  of 
consonant  strokes. 

75.  In  the  case  of  the  inclined  and  vertical  strokes,  the 
vocalization  is  according  to  the  same  manner  of  writing  as  in 


32  SIMPLE-CONSONANTS   AND   VOWELS 

longhand.     The  vocalization  of  horizontal  strokes  is  according 
to  the  only  consistent  method  that  could  be  employed, 

76.  Unlike  the  consonant-signs,  the  vowel-signs  have,  no 
names,  the  sound  itself   being  used  as  the  only  designation; 
thus:   eat  =  sound,  et ;  and  not  long-e,  tee. 

77.  The  following  exercise,  if  carefully  studied  and  prac- 
ticed, will   enable  the  student  to  become  familiar  with  the 
vowel-signs,  and  will  also  indicate  the  phonetic  representation 
of  the  words  employed  : —  ' 


Pay,  bay,  tea,  aid,  etch,  edge,  ache,  gay,  fee,  Eve,  sew,  ease, 
she,  eel,  lea,  aim,  may,  nay,  way,  sea,  show,  gnaw,  poet,  back, 
cape,  tear,  nail,  bowl,  lake,  tame,  mail,  fish,  early,  match, 
cheap,  patch,  name,  fade,  alarm,  move,  lamp,  ring,  cake,  cog, 
maim,  leave,  map,  bouquet,  dash. 

REMARKS  ON  LESSON   i. 

77a.  A  good  way  to  become. familiar  with  the  consonant- 
signs  is  to  select  the  first  two,  Pee,  Bee,  drawing  the  character 
carefully,  and  at  the  same  time  repeating  the  sound.  Having 
written  several  lines  of  those  two  letters,  take  the  next  pair, 
Tee,  Dee,  and  repeat  the  process;  then  combine  the  four,  and 
draw  the  characters  carefully  many  times,  always  naming  the 
sound  represented.  Continue  in  like  manner  with  the  addi- 
tional signs,  adding  two,  and  at  the  same  time  dropping  the 
two  longest  used.  Review  this  as  often  as  necessary  to  learn 
the  signs  thoroughly.  Do  not  attempt  to  write  the  characters 
rapidly.  For  the  present,  consider  each  exercise  a  drawing 
lesson,  and  endeavor  to  make  the  outlines  as  correctly  as 
possible. 

77b.  Practice  in  a  similar  manner  with  the  vowel-signs,  re- 
peating them  many  times  in  the  order  in  which  they  are  pre- 
sented in  the  table.  Then  take  up  the  words  to  be  written, 


SIMPLE-CONSONANTS    AND   TOWELS  33 

and  refer  to  the  table  of  vowel-signs  as  often  as  necessary  to 
become  familiar  with  the  signs.  Write  the  signs  carefully  ten 
times,  re-reading  your  own  notes  until  you  can  read  with 
facility. 

78.  It  is  absolutely  necessary  that  the  vowels  should  be 
thoroughly  familiarized.     Do  not  think  that  because  vowels 
are  largely  omitted  in  advanced  work,  they  can  with  safety 
be  omitted  in  preliminary  work.     It  is  necessary,  in  advanced 
work,   to  insert  them  at  times;   and  when  an  outline  requires 
vocalization,  the  vowels  must  be  inserted  with  precision  and 
rapidity,  in  order  to  insure  accuracy  and  speed,     While  it  is 
true,  to  a  certain  extent,  that  vowels  are  omitted  later  on,  yet 
their  omission  is  indicated  by  the  position  in  which  the  con- 
sonant outline  is  written.     Thus  it  is  that  almost  every  form 
that  the  practiced  reporter  uses  has  to  do  with  vowel  sounds, 
these  sounds  being  indicated  either  by  position  of  consonant 
outline   or   expressed  by  the  vowel-signs  themselves  written 
beside  the  strokes.     The   student  will  therefore  at  once  un- 
derstand the  necessity  for  a  thorough  familiarity  with,  and 
use  of,  the  vowel-signs.     No  satisfactory  progress  can  be  made 
by  one  who  overlooks  primary  principles,  supposing  that  this 
lack  can  be  supplied  later  by  a  more  extended   study  of  the 
principles  of  the  briefer  style. 

79.  Previously  to  1837  all  attempts  at  writing  shorthand  were 
made  by  representing  the  letters  of  the  alphabet  by  briefer 
signs  than  those  in  common  use,  and  not  attempting  to  write 
only  the  sounds  of  the  words.     Consequently  the  ordinary 
spelling  of  words  was  employed.     Since  that  time  the  effort  of 
all  shorthand   authors  has  been  to  represent  only  the  sounds 
of  words,  thus  omitting  the  representation  of  all  silent  letters. 
In   shorthand   no  silent   letter  is  given   any  representation. 
Three  .of  the  letters  of  the  alphabet,  which  have   no  sounds 
peculiarly  their  own,  are  never  used;  namely,  c,  whose  sound 
is  either  of  s  as  in  ceil,  cease,  or  of  k,  as  in  cook,   clock;  q, 
whose  sound  is  kw,  as  in  queen,  quick;  and  x,  whose  sound  is 
eks,  as  in  exercise.     C  usually  has  the  sound  of  s  before  e,  i, 
and  y,  and  of  k  before  a,  o,  and  u.    Q  is  always  followed  by  u. 

80.  The  manner  of  joining  the  consonant-strokes  is  more 
clearly  indicated  by  the  examples  in  following  lessons,  which 
the  student  will  write  carefully  many  times,  in  order  that  he 
may  become  thoroughly  familiar  with  the  principles  set  fortlta 

3 


84  SIMPLE-CONSONANTS   AND  VOWELS 

The  most  important  work  that  the  student  will  have  to  do  in 
studying  shorthand  is  in  writing  the  lessons  many  times,  in 
order  to  become  thoroughly  familiar  with  the  characters.  This 
may  seem  like  drudgery,  and  entirely  unnecessary  ;  but  it  is 
the  plodder  who  keeps  everlastingly  doing  the  drudgery  work 
who  learns  shorthand,  and  not  the  brilliant  person,  who  thinks 
he  knows  too  much  to  make  it  necessary  for  him  to  practice. 
If  there  is  one  point  that  should  be  impressed  upon  the 
student's  mind  more  than  another,  it  is  that  shorthand  is  ac- 
quired only  by  thorough,  persevering  effort.  Shorthand  is 
written  ;  the  work  required  is  not  alone  to  answer  questions 
regarding  the  principles  involved.  Writing  requires  action; 
quick  action  can  result  only  from  the  familiarity  that  comes 
by  performing  the  act  many  times.  A  pupil  may  be  able  to 
answer  correctly  every  question  regarding  the  principles  of 
shorthand,  and  yet  not  be  able  to  write  with  sufficient  rapidity 
to  do  even  ordinary  work. 

81.  The  point  upon  which  so  many  fail  in  shorthand  is  that 
they  do  not  practice  sufficiently.     Of  course,  to  secure  the 
best  results  in  any  study,  the  practice  must  be  well  directed, 
and  in  harmony  with  correct  principles. 

82.  In  shorthand  the  essential  thing  to  be  done  is  to  practice. 
It-is  not  sufficient  to  know  shorthand  outlines,  even  though  they 
may  be  thoroughly  learned.     The  necessary  thing  is  for  the 
hand  quickly  and  accurately  to  execute  the  thoroughly  learned 
outlines.      It  is  generally  supposed  that  in  order  to  learn  any- 
thing, it  is  necessary  to  learn  rules  and  statements  and  defini- 
tions   regarding    various    propositions    involved.      To  learn 
shorthand,  all  that  is  included,  yet  still  more  is  necessary. 
Doing  is  learning,  and  the  doing  is  on  the  part  of  the  hand. 
The  paramount  test  is  the  stenographer's  ability  quickly  and 
accurately  to  indicate  and  transcribe  the  matter  he  has  in  hand. 

QUESTIONS  ON   LESSON   i. 

1.  How  many  characters  are  employed  for  the  consonant 
sounds? 

2.  How  many  consonant  sounds  are  there  ? 

3.  What  letter  is  provided  with  two  signs? 

4.  In  how  many  directions  are  consonant  strokes  made? 

5.  Name  the  left  inclined  strokes,  the  right  inclined,  the 
vertical,  the  horizontal. 


SIMPLE-CONSONANTS  AND  VOWELS  35 

6.  Name  the  two  strokes  written  at  a  different  inclination 
than  any  of  the  above. 

7.  Name  the  two  strokes  that  are  written  both  upward  and 
downward,  and  give  the  name  of  each  movement. 

8.  What  is  the  general  use  of  Ar?  of  Ray? 

9.  How  are  the  curved  shaded  strokes  to  be  written  ? 

10.  For  what  purpose  is  the  direction  of  consonant  strokes 
sometimes  changed  ? 

11.  In  what  manner  are  strokes  joined  in  writing  an  outline 
of  two  or  more  strokes? 

12.  Name  the  sixteen  consonants  that  are  paired,  the  light 
and  heavy  sounds  of  which  are  represented  by  correspondingly 
light  and  heavy  strokes. 

13.  How  many  vowel-signs  are  provided  ?  • 

14.  How  are  long  vowel  sounds  indicated? 

15.  Light  vowel  sounds  ? 

16.  In  how  many  positions  are  vowel-signs  written  ? 

17.  What  is  first  position  with  reference  to  the  stroke? 

18.  The  second  position  ? 

19.  The  third  position  ? 

20.  At  what  angle  are  dash  vowel-signs  written  ? 

21.  State  the  order  of  reading  vowel-signs  with  reference  to 
inclined  and  vertical  strokes. 

22.  Give  the  order  with  reference  to  horizontal  strokes. 

23.  Name  the  three  letters  that  are  always  silent,  and  hence 
are  never  used  in  shorthand. 

REVIEW  EXERCISE   i. 

Write  the  consonant  forms,  with  proper  vowel-signs,  for 
the  following  words:  — 

Pale,  lap,  rich,  cherry,  bear,  merry,  range,  leer,  ranch,  en- 
gage, thorough,  bowl,  elbow,  reap,  rim,  reach,  early,  fear,  deal, 
easier,  many,  tongue,  saying,  also,  daily,  ask. 


He  that  stays  does  the  business.  The  giants  of  the  race 
have  been  distinguished  less  for  extraordinary  ability  than  for 
tremendous  concentration,  and  have  struck  sledge-hammer 
blows,  continually  in  one  place,  until  they  have  accomolished 
their  purpose. 


LESSON    2 

CIRCLES  AND   LOOPS. 

83.  By  the  use  of  the  signs  already  presented,  the  consonant 
and  vowel  sounds  of  any  word  in  the  language  can  be  fully 
indicated.     The   writing,    however,   because  of  its  very  full 
outlines,  would  be  too  extended  and  cumbersome  for  practical 
purposes,  requiring  too  much  time  for  its  execution.      Hence- 
forth the  constant  endeavor,  therefore,  will  be  so  to  abbrevi- 
ate the  writing'  that  rapid  work  will  be  possible.      This  is 
attained  by  two  methods  :  First,   representing  two  or   more 
consonant  sounds  by  one  modified  stroke  instead  of  one  stroke 
for  each  consonant  sound  ;  and,  secondly,  by  using  certain 
suggestive  signs  to  represent  entire  words.     With  reference  to 
the  first  method  we  will  now  speak  in  particular. 

84.  With  the  exception  of  the  sign  for  the  aspirate  sound  of 
h  (which  is  a  light,  breathing  sound,  and  is  quite  largely  omit- 
ted, in  accordance  with  later  instruction),  all  strokes  are  of 
the  same  length,  and  have  no  initial  nor  final  modifications. 
Therefore  any  modification  on  one  stroke  applies  to  all  the 
strokes.    A  moment's  reflection  must  convince  any  one  of  the 
immense  advantage  of  such  arrangement  of  the  primary  con- 
sonant sounds  as  to  admit  of  using  all  modifications  thereof 
for  similar  sounds,  rather  than  the  method  employed  by  some 
systems,  which  by  their  representation  of  the  simple-consonant 
sounds,  exclude  the  possibility  of  making  the  number  of  mod- 
ifications, and  hence  of  brief  outlines,  that  could  otherwise  be 
secured. 

85.  The  sound  of  s  is  the  most  frequently  occurring  conso- 
nant sound  in  the  language  ;  hence  the  briefest  sign,  the  one 
most  readily  joined  to  the  consonant-strokes,  is  selected  for  its 
representation;  namely,  a  small  circle  o,  called  Iss.      This  sigh 
is  employed  to  represent  the  sound  of  a  used  initially,  medially, 
and  finally,    in   connection  with   all   the   consonant  strokes, 
without  exception.     The  same  sign  may  also  be  used  for  the 
sound  of  z  medially  and  finally,  but  rarely  initially.      The 

36 


CIRCLES   AND   LOOPS  37 

reason  this  sign  is  not  used  at  the  beginning  of  strokes  for  the 
sound  of  z  is  that  there  are  but  few  words  beginning  with  that 
sound,  and  but  few  of  those  are  in  common  use  ;  while  there 
are  very  many  words  beginning  with  the  sound  of  s.  The 
observance  of  this  rule  clearly  distinguishes  these  sounds  used 
initially,  and  is  therefore  conducive  to  legibilit}7.  No  conflict 
will  result  from  using  the  same  sign  for  s  and  Z  medially  and 
finally. 

This  circle  is  joined  in  the  following  manner :  — 

86.  (a)  On  simple  consonant-strokes: — • 


Sop,  sip,  soap,  sob,  sit,  seat,  sought,  soot,  said,  sad,  sawed, 
sod,  such,  sage,  sick,  sake,  cause,  sag,  safe,  face,  save,  saves, 
Seth,  seethe,  seas,  seize,  sash,  seal,  slay,  sill,  slow,  soul,  seer, 
sore,  sorrow,  race,  seem,  same,  smoke,  small,  SMI,  seen,  sawn, 
sown,  snow,  sing,  sway,  swing,  spaces,  stays,  seeks,  sense, 
scenes,  scheme. 

(6)  Between  straight  strokes  in  different  directions,  on  the 
outside  of  the  angle. 


Pesky,  rusty,  gossip,  task,  gasp,  rasp,  passage,  disposal, 
deposit,  risk,  episode,  gazette. 

(c)  Between  straight  strokes   in   the   same   direction,  the 
circle  is  joined  in  the  following  manner:  — 


Cask,  tacitly,  testily,  racer,  deceit. 

(d)  Between  a  curve  and  a  straight  stroke,  the  circle  is 
invariably  written  inside  the  curve. 


Mask,    answer,    cousin,    misery,    reason,    arson,    physic, 
receive,  deceive,  sincere,  earnestness,  decease,  officers,  visit. 


38 

(e)  Between  two  curves,  the  circle  is  joined  in  the  most 
convenient  manner  :  — 


Mason,  facility,  massive,  thistle,  unsafe,  unseen,  loosen, 
lesson,  deficit,  chisel,  incense. 

87.  Initial  Z  is  represented  thus:  — 


Zeal,  zero,  Ezra,  czar,  zealous,  zenith. 
88.  This  circle  is  enlarged  to  add  the  sound  of  s  or  Z,  and 
is  then  called  Ses  or  Sez:  — 


Pauses,  bosses,  tosses,  causes,  faces,  races,  roses,  losses, 
masses,  vases, 

89.  The  large  circle  may  be  vocalized  by  the  beginner,  if 
necessary,  by  writing  the  vowel-sign  within  the  circle:  — 


Cicily,  season,  disease,  insist,  necessity,  thesis,  diseased, 
schism,  exhaust,  possessive,  possessor,  accessory,  census, 
resist,  excessive,  Mississippi,  synopsis,  success. 

90.  Three  sounds  of  s  occurring  together,  in  phrases,  may 
be  indicated  by  trebling  the  circk,  called  Sesis,   as  will  be 
shown  in  examples  of  principles  given   later. 

91.  A  small  loop,  called  Steh,  used  initally,  represents  st, 
and  is  used  finally  to  represent  the  sounds  st  or  zd:  — 


92.  Paused,  best,  tossed,  chest,  rest,  caused,  faced,  raced, 
raised,   lost,   most,   vest,   nest,   west,  yeast,  step,  stop,  stab, 
stoop,  steady,  stitch,  stage,  stake,  stag,  zest,  haste,  gust,  last, 
lest,  amazed,  stampede. 

93.  This  loop  may  be  written  between  strokes  in  a  few  cases. 
In  advanced  work,  however,  the  loop  is  generally  contracted 
to  Iss;   as,  statistics      ?        ;   sophistry    P      / 


CIRCLES  AND  LOOPS  39 

94.  If  desired,  and  on  strokes  where  it  would  be  conve- 
nient, the  loop  may  be  shaded  to  indicate  the  sound  of  Zd:  — 

Raised   x*       ;  caused  «-"^     * 

95.  In  practice,  however,  shading  will  generally  be  found 
unnecessary. 

06.  A  large  final  loop,  called  Ster,  indicates  the  sound  of 
str.  This  loop  is  rarely  used  initally,  since  a  briefer  sign  is 
provided  later  for  these  sounds  occurring  initially,—  a  sign 
that  admits  of  being  more  readily  joined  to  other  strokes:1  — 


Pastor,  boaster,  tester,  duster,  Rochester,  register,  castor, 
faster,  visitor,  Lestor,  luster,  roster,  roaster,  master,  Nestor, 
Lancaster,  Worcester,  Hester,  starfish. 

97.  Iss  may  be  written  following  Ses,  Steh,  and  Ster  by 
writing  it  on  the  opposite  side  of  the  stroke:  — 


^ 

- 


Possesses,  boasters,  posts,  posters,  nests,  masters,  mists, 
coasts,  costs,  coasters,  vests,  tests,  pastors,  visitors,  lists, 
boasts,  rests,  toasts. 

98.  The  use  of  the  circles  and  loops  initially  and  finally, 
as  shown  in  the  preceding  paragraphs,  indicates  thein  initial 
or  final  use  ;  hence  these  signs  are  read  before  or  after  the 
vowel-signs,  as  used  initially  or  finally,  respectively;  that  is, 
when  these  signs  are  employed  initially  or  finally,  no  vowel 
whatever  precedes  or  follows  them.  Therefore,  when  a  vowel 
precedes  or  follows  these  sounds,  the  stroke  must  be  employed, 
in  order  that  the  outline  may  be  properly  vocalized.  The 
stroke  is  also  generally  employed  where  two  vowel  sounds 
follow  its  initial  use,  or  precede  its  final  use.  In  choosing 
outlines,  those  should  be  selected  that  admit  of  being  freely 
vocalized  :  — 


1  The  sign  referred  to  is  illustrated  in  LessOn  7,  and  will  be  found  more 
convenient  in  phrasing  than  the  Ster-loop.  This  loop,  like  Steh,  is  some- 
times contracted  to  [ss,  as  may  be  seen  by  examples  given  under  the  illus- 
trations of  advanced  principles. 


40  CIRCLES  AND  LOOPS 


Case,  chaos,  seance,  sense,  essence,  sleep,  asleep,  rose, 
rosy,  race,  racy,  rust,  rusty,  offense,  fancy,  haze,  hazy, 
essay,  assets,  ask,  assail,  sail,  apostasy,  escape,  scope,  mast, 
animosity,  busy,  peace,  honest,  honesty. 

99.  Vowels  and  diphthongs  (explained  in  the  fourth  lesson) 
occurring  between  two  simple  consonant-strokes  are  written 
thus:    All  first-place,  and  long  second-place,  vowel-signs  are 
written  after  the  first  stroke.  All  third-place,  and  short,  second- 
place,  vowel-signs  are  written  before  the  second  stroke. 

100.  In  other  words,  the  position  of  the  signs  for  a  and  6 
indicates,   when   written  after  the  first  stroke,  those  sounds, 
although  they  may  not  be  clearly  indicated  by  the  size  or 
heaviness  of  the  sign ;  while  5  and  u  are  more  clearly  indi- 
cated by  always  writing  them  before  the  second  stroke,  even 
though  they  ma-y  inadvertently  be  made  a  little  heavier  than 
they  should  be. 

101.  The  most  important  object,  however,  is  to  avoid  the 
writing  of  any  vowel-signs  at  the  angles.    If  no  rule  were 
followed,  and  the  words  pack,  tack,  and  cap  were  written 
thus,    \L — "t_"^V  >  they  could  also  be  rend  pick,  tick,  and 
kip.     Occasionally,  however,  more   legible   forms  will   result 

from  a  non-observance  of   the   rule ;   as,  arsenic .^~~     Also 

—a-  ~ 

in  derivative  words;  as,  uneasy  .... 

102.  It  should  be  particularly  noticed  that  this  rule  relates 
to  simple  consonants  only;  hence  words  having  medial  circles 
or  loops  are  not  written  in  accordance  with  this  statement; 
as,  for  instance,  bask  ^—  rasp  /^  gasp     \  cask  — e— as  con- 
trasted with  back  \~i  wrap  /\  gap  — \  cook  — - 

103.  As  a  further  exercise  in  the  use  of  the  vowels,  as  well 
as  the  consonants  with   their  modifications   thus    far    illus- 
trated, the  following  is  presented  :  — 

E,  heavy  dot,  first  position.  All  outlines  whose  only  or 
accented  vowel  is  first  position  are  written  in  the  first  position, 


CIRCLES  AND  LOOPS 


41 


which  is,  for  inclined  and  vertical  strokes,  half  the  height  of 
a  Tee  above  the  line  of  writing;  for  the  six  horizontal  strokes, 
the  height  of  a  Tee  above  the  line.  Note  that  first-place 
vowels  are  written  after  the  first  stroke  :  — 


Steep,  peak,  keep,  pier,  reap,  cheap,  sheep,  leap,  peel, 
peep,  peace,  pieced,  pieces,  spear,  reek,  reach,  beak,  beam, 
ream,  meal,  bees,  beast,  ear,  reel,  leer,  tear,  team,  tease, 
teased,  teases,  deem,  seal,  steal,  zeal,  sear,  steer,  fees,  feast, 
feasts,  lease,  leased,  leases,  keys,  yeast,  ease,  key,  eke,  e'en, 
knee,  seen,  seem. 

104.  I,  light  dot,  first  position  :  — 

^\l 

Pick,  pitch,  chip,  rip,  tip,  ship,  lip,  pill,  dim,  rim,  mill, 
big,  pip,  rill,  still,  fist,  list,  mists,  limp,  rick,  rig,  ring, 
rings,  rich. 

105.  AW,  heavy  dash,  first  position  :  — 

.* J. >i . . .  /TSl . .  C7. ..... 

Paw,  jaw,  law,  raw,  maw,  gnaw,  saw,  Esau,  awl,  shawl, 
laws,  balk,  talk,  chalk,  caw,  pauses,  also,  always,  cause, 
caused,  wrought. 

106.  O,  light  dash,  first  position  :  — 


Sob,  sop,  top,  botch,  shop,  chop,  doll,  pop,  lost,  copy,  josh, 
loss,  lock,  wrongs,  romp,  Ross,  cog. 

All  outlines  of  words  whose  only  or  accented  vowel  is 
second  position,  are  written  on  the  line.  Note  that  the  vowel- 
sign  is  written  after  the  first  stroke,  in  the  following  para- 
graph :  — 

107.  ,A»   heavy  dot,  second  position:  — 


42 


CIRCLES  AND   LOOPS 


Pale,  bail,  bake,  page,  vague,  fake,  shape,  maim,  mail, 
lame,  nail,  knave,  shake,  cape,  fame,  tare,  tame,  rage,  rare, 
pair,  rake,  fare,  lathe,  lake,  lays,  lazy,  raise,  raised,  rajsy, 
aims,  maize,  mazy,  haze,  hazy,  apes,  pays,  paste,  aids,  days, 
dazed,  neighs,  waste,  haste,  hasty,  face,  vase,  chaise,  sails, 
slays. 

108.  E,  light  dot,  second  position.    Note  that  the  vowel-sign 
is  placed  before  the  second  stroke. 

Bell,  peck,  knell,  wreck,  less,  sell,  nest,  rest,  messed,  stem, 
wretch,  lest,  keg. 

109.  O,   heavy  dash,   second   position.      The  vowel-sign  is 
written  after  the  first  stroke. 


Beau,  dough,  row,  joke,  rogue,  vogue,  pole,  foam,  pour, 
tore,  chore,  loathe,  most,  stow,  rose,  sown,  snow,  soul,  slow, 
shows,  rope,  bows,  boast,  store,  story,  lower,  hose,  host,  hosts. 

110.  U»  light  dash,  second  position,  written  before  the 
second  stroke. 


Purr,  burr,  burrow,  myrrh,  rum,  lump,  dump,  jump,  judge, 
just,  lungs,  does,  dust,  duster,  stung,  lull,  cull.  luck. 

111.  AH{  heavy  dot,  third  position.  All  outlines  of  words 
whose  only  or  accented  vowel  is  third  position,  are  written  in 
the  third  position,  which,  for  inclined  and  vertical  strokes,  is 
through  the  line  ;  for  the  six  horizontal  strokes,  below  the 
line.  All  third-place  vowels  are  written  before  the  second 
stroke  :  — 


Arm,  ark,  star,  starry,  czar,  jar,  arch,  bar,   mar,  tar,  spar, 
march. 


CIRCLES   AND   LOOPS 


112.  A,  light  dot,  third  position  :  — 


43 


Cap,  pack,  back,  cab,  tack,  racks,  lacks,  dash,  lash,  rash, 
patch,  cash,  rag,  lag,  lamp,  mash,  gnash,  rang,  lath,  bang, 
sang,  stang,  mass,  massed,  master,  pastors,  fast,  faster,  cask, 
lamb,  thatch,  path,  badge,  ample,  stamps,  rank,  ranch. 

113.  OO,  heavy  dash,  third  position. 


Stoops,  shoe,  stool,  loosed,  lose,  ooze,  woo,  woos,  coo,  coos, 
ado,  tooth,  cool,  room,  doom,  sloop,  moor,  soon,  Sioux,  soothe, 
move,  tour. 

114.  OO,  light  dash,  third  position  :  — 


Shook,  bush,  push,  cook,  nook,  look,  book. 
115.  Miscellaneous  Vowels:  — 


Case,  cased,  cases,  cake,  range,  fihh,  dish,  selling,  sting, 
assists,  thill,  cogency,  imp,  map,  mob,  pomp,  bomb,  impos- 
ter,  swamp,  shampoo,  steamboat,  embezzle,  embalm,  im- 
peach, emboss,  embellish,  dispatch,  barrack,  abolish,  magic, 
parity,  parody,  package,  policy,  polish,  solemn,  test,  death, 
knell,  slab,  earnestly,  bamboo,  bamboozle,  sympathy,  postage, 
torrid, horrid,  ahead,  denote,  manage,  Babcock,  answer,  en- 
gage, domestic,  passage,  sarcastic,  dishonest,  remove,  justly, 
receipts,  alarm,  notice,  solicit,  locate,  dispose,  chaotic. 


44  CIRCLES  AND  LOOPS 

QUESTIONS  ON   LESSON  2. 

1.  Can  the  sounds  of  most  words  be  quite  fully  represented 
by  the  signs  already  provided  ? 

2.  Why  is  it  necessary  to  provide  additional  signs? 

3.  In  what  two  ways  are  additional  signs  secured  ? 

4.  What  is  the  most  frequently  occurring  consonant  sound 
in  the  language  ? 

5.  How  is  this  sound  represented  ? 
(3.  What  is  the  name  of  this  sign  ? 

7.  For  what  other  sound  is  this  sign  also  used  ? 

8.  How  is  this  circle  written  between  straight  strokes  in 
different  directions? 

9.  Between  a  curve  and  a  straight  stroke? 

10.  Between  two  curves? 

11.  How  is  the  initial  sound  of  Z  represented? 

12.  What  sounds  are  added  by  enlarging  the  circle? 

13.  What  is  the  name  of  the  large  circle? 

14.  What  sounds  are  represented  by  the  small  loop? 

15.  Give  the  name  of  this  loop. 

16.  What  sounds  are  represented  by  the  large  loop? 

17.  In  what  way  is  the  use  of  this  loop  restricted  ? 

18.  What  is  true  of  the  other  modifications  in  this  respect? 

19.  Between   simple    strokes,    where   should   all    first-place 
vowel-signs  be  wriiten  ? 

20.  Where  should  all  third-place  vowels  be  written  ? 

21.  Where  should  long  second-place  vowels  be  written? 

22.  Second-place  short  ? 

REVIEW  EXERCISE  2. 

Write  the  consonant  outline  in  position  of  the  vowel-sign, 
and  insert  the  proper  signs  for  the  vowel  sounds,  for  the  fol- 
lowing: — 

Peace,  bays,  tease,  days,  cheese,  chase,  seek,  case,  sack, 
geese,  fees,  vase,  feast,  least,  lists,  fast,  aims,  hisses,  causes, 
season,  census,  success,  access,  possessive,  disease,  gazes, 
earnest,  richest,  invest,  unjust,  disposed,  saddest,  safest. 

Mostly,  sarcastic,  custom,  domestic,  it  must  be,  costly, 
vastly,  earnestly. 

At  the  beginning  of  Part  ll  will  be  found  a  two-page  table, 
giving  a  comprehensive  view  of  all  the  consonantal  modifi- 
cations of  the  entire;  system,  as  set  forth  in  the  first  eleven 
lessons.  The  columns  pertaining  to  the  principles  under  con- 
sideration in  each  lesson  should  be  carefully  studied  in  con- 
nection with  each  of  the  first  eleven  lessons,  and  should  be 
thoroughly  reviewed  in  studying  Lessons  12-22. 


LESSON  3 

WORD=SIQNS. 

116.  In  the  preceding  Lesson  attention  was  called  to  one 
method  of  abbreviation.  The  present  Lesson  will  deal  with 
the  second  method  ;  namely,  the  use  of  suggestive  signs,  called 
word-signs,  to  represent  entire  words.  These  signs  can  not  in 
any  true  sense  be  considered  arbitrary  characters.  The  abbre- 
viated outline  is  that  portion  most  suggestive  of  the  consonant 
sound  or  sounds  of  the  word,  which  outline  is  generally  placed 
in  the  position  assigned  to  the  leading  vowel  of  the  word. 
Thus  it  is,  that,  instead  of  being  arbitrary  characters,  the 
chief  or  leading  consonantal  element  of  the  word  is  repre- 
sented, and  the  only  or  accented  vowel  of  the  word  indicated 
by  the  position,  with  reference  to  the  line  of  writing,  in  which 
that  outline  is  placed,  as  fully  explained  in  the  following  para- 
graphs. It  can  not  be  truly  said  that  vowel  sounds  are 
omitted.  The  vowel-signs  themselves  are  omitted  in  word- 
signs,  and  in  other  words  in  later  practice,  yet  their  omission 
is  indicated  by  the  position  of  the  consonantal  form.  As  there 
are  several  vowel-signs  assigned  to  each  position,  the  particu- 
lar sound  to  be  supplied  is  determined  by  the  context. 

116a.  Word-signs  are  employed  for  all  the  frequent  words, 
and  it  will  be  noticed  that  each  sign  consists  of  but  one  stroke 
or  stem  with  its  modifications.  In  this  respect,  word-signs 
differ  from  contractions  (which  are  considered  later),  which' 
are  generally  written  with  two  strokes. 

116b.  A  complete  list  of  word-signs  is  presented  in  the 
latter  part  of  this  work,  for  comparative  study,  and  for  review 
and  reference.  In  the  same  connection  there  is  given  a  com- 
plete list  of  contractions.  In  Part  I  contractions  are  inten- 
tionally omitted,  that  the  student  may  concentrate  his  entire 
attention  upon  the  word-signs  and  other  principles  under  con- 
sideration. The  list  of  word-signs  should  be  well  understood 
in  connection  with  each  lesson,  so  that  by  the  time  they  are 
reviewed  in  Part  II,  there  will  be  a  sufficient  degree  of 
familiarity  with  them  that  they  may  be  used  with  facility 
while  studying  Part  III.  Present  benefit  from  the  use  of 
word-signs  is  small ;  their  chief  advantage  is  the  ultimate 

45 


46  THE   USE   OF  WOKD-SIGNS 

benefit  they  give  their  possessor,  in  being  able  to  write  at  a 
speed  which  would  otherwise  be  impossible.  There  will  come 
a  time  when  the  limit  in  rapidity  of  movement  will  have  been 
reached  ;  then  will  be  apparent  the  great  advantage  from  the 
employment  of  the  brief  signs  now  being  considered. 

117.  It  must  be  apparent  that  the  proper  use  of  the  word- 
signs  rests  solely  upon  their  familiarity  by  the  writer.  A  word- 
sign  half  learned  is  a  detriment  to  the  student.     When  he  is 
able  to  write  the  entire  form  for  the  word  more  quickly  than 
he  can  recall  its  abbreviation,  such  a  sign  is,  at  that  stage  of 
his  work,  a  hindrance.     Although  the  system   he   may  be 
using  is  a  brief  one,  yet  he  obtains  no  benefit  from  its  brevity 
until  he   has  mastered  its  principles  of    abbreviation,   and 
knows  how  to  apply  them  quickly  and  correctly.     When  the 
student  can  do  this,   then  becomes  apparent  the   immense 
advantage  he  has  over  one  who  is  using  a  system  that  has  but 
few  word-signs  and  other  abbreviations,  and  the  principles  of 
which  may  be  easily  and  quickly  learned. 

118.  In  connection  with  this  lesson  there  is  given  the  first 
exercise  in  word-signs,  presenting  only  those  that  exemplify 
principles  thus  far  considered.     Every  lesson   will  be   thus 
arranged,  dealing  with  the  word-signs  involved  in  the  prin- 
ciples under  consideration  ;  so  that  by  the  time  the  principles 
have  been  learned,  the  entire  list  of  word-signs  should  be  fairly 
well  mastered. 

119.  As  to  the  method  of  studying  word-signs,  it  is  suggested 
that  they  first  be  read  over  carefully  several  times,  in  order  to 
fix  in  mind  the  particular  part  of  the  word  represented  by  the 
abbreviation   (which   is  generally  the  first  part) ;  then  begin 
the  practice  of  drawing  the  characters.     At  first  they  must 
not  be  written  hurriedly.     Speed  will  come   with  practice. 
Draw  the  characters  neatly,   slowly,  and   carefully,  twenty 
times.     Then  practice  over  the  lists  of  word-signs  twenty-five 
to  forty  times,  having  them  read  to  you  promiscuously.     By 
that    time    you    should    be    able    to   write    the    signs   with 
some    facility,    and    be    prepared    to  take    up    the    matter 
arranged   in  sentences.     This  should  be  practiced  until  the 
hand  glides  over  the  outlines  with  a  steady,  even  motion,  and 
all  the  signs  are  right  on  the  point  of  the  pen  as  soon  as  the 
word  is  spoken.     The  quickest  and  most  natural  way  to  gain 
speed  is  for  the  student  to  write  everything  from  dictation, 
for  it  is  thus  that  all  practical  work  is  done. 


THE  USE  OF   WORD-SIGNS  47 

120.  Now  a  few  words  in  general  as  to  studying  word-signs. 
The  experience  of  every  writer  has  been  that  after  memoriz- 
ing a  list  of  word-signs,  perhaps  being  able  to  repeat  them  from 
first  to  last,  still  in  taking  up  actual  work  there  was  a  hesita- 
tion, until  he  had  written  them  in  sentences  often  enough  to  fix 
them  thoroughly  in  mind  as  well  as  in  the  ends  of  his  fingers. 
To  study  and  memorize  long  lists  of  word-signs  means  little  ; 
to  practice  on  sentences  containing  these  same  signs,  means 
much. 

121.  It  may  seem  to  some  who  have  perhaps  studied  short- 
hand by  the  long,  circuitous  route  of  learning  the  corresponding 
style,  then  remodeling  that  into  the  reporting  style,  that  this 
method  would  be  very  difficult ;  but,  it  maybe  repeated,  this  is 
the  natural  way,  as  every  one  acquainted  with  the  subject  must 
acknowledge.     This  is  the  way  to  get  directly  at  just  what 
the  student  needs  ;  and  by  beginning  the  practice  with  simple 
sentences,  and  gradually  advancing  to  more  difficult  matter, 
the  work  will  be  found  not  difficult,  but  interesting,  if  not  fasci- 
nating. 

122.  To  the  student  it  is  urged,  Do  not  be  afraid  of  the 
word-signs ;    they  are  your  best   friends.     Get  thoroughly   ac- 
quainted  with   them. 

Position  of  Word=Signs  and  Outlines. 

123.  The    first    position    is    employed  for   words    whose 
accented  vowel  is  first-place,  and  is  as  follows:  — 

For  the  six  horizontal  strokes  (Kay,  Gay,  Em,  Emp, 
En,  and  Ing)  and  the  vowel  signs,  the  height  of  Tee  above  the 
line  of  writing;  thus:  — 


Kingdom,  give,  me,  important,  in,  thing,  all    of,  we. 

124.  For  the  remaining  consonant-strokes  (inclined  and 
vertical)  half  the  height  of  Tee  above  the  line  of  writing; 
thus:  — 

\         I        /      A.        I         ^      J 


By,   time,   each,   if,   dollar,   ever,   she. 


48  THE  USE   OF  WORD-SIGNS 

125.  An  outline  consisting  of  two  or.  more  consonant-strokes 
stands  in  the  first  position  when  the  first  inclined  or  vertical 
stroke  is  placed  half  the  height  of  Tee  above  the  line  of  writ- 
ing; thus:  — 

v_ •  K_  v,    c\    'r- 

Pick,  beak,  ream,  leap,  rick. 

126.  If  composed    wholly  of  horizontal  strokes,  the  entire 
outline  must  be  written  the  height  of  Tee  above  the  line;  as:  — 


Meek,    nick. 

127.  The  second  position  is  employed  for  words  whose 
accented  vowel  is  second-place,  and  for  any  kind  of  sign  is  on 
the  line  of  writing;  thus:  — 


Up,  be,  do,  it,  which,  for,  but,  were,  would,  has,  he. 

128.  An  outline  of  two  or  more  strokes  stands  in  the  second 
position  when  the  first  inclined  or  vertical  stroke  rests  on  the 
line;  thus:  — 


Mail,  lame,  dwell,  laid,  tore,  Tory,  rate,  cape,  bake, 

129.  The  third    position   is   employed   for  words    whose 
accented   vowel   is   third-place,  and  is  as  follows:  — 

130.  For  the  six  horizontal  strokes  (Kay,  Gay,  Em,  Emp, 
En,  and    Ing)    and   the   vowel-signs,    just  below    the  line  of 
writing;  thus:  — 


Home,  excuse,  consume,  how. 

131.  For    the    remaining    consonant-strokes     (inclined   or 
vertical)  through  the  line  of  writing;  thus:  — 

-f-    -.,6..      __f__      ._4_.        __^ 
Had,  much,  satisfied,  though,  salvation,  issue. 


THE   USE   OF   WORD-SIGNS  49 

1-32.  An  outline  of  two  or  more  strokes  stands  in  the  third 
position  when  the  first  inclined  or  vertical  stroke  is  written 
through  the  line;  thus:  — 

Cool,  map,  homely,    rack,  pack,  wrap. 

133.  A  few  words  may  be  necessary  regarding  exceptions 
to  the  position  of  word-signs.    They  are  generally  written  in  the 
position  of  the  only  or  accented  vowel  of  the  word  represented. 
However,  if  the  sign  represents  a  word  that  is  used  frequently, 
it  may  be  written  in  the  second  position,   regardless  of  the 
accented  vowel.     In  other  words,    utility   takes  precedence 
of  rule. 

134.  With  regard  to  ease  of  writing,  the  positions  may  be 
stated  in  the  following  order:  second  position,  first  position,  and 
third  position.     That  is,  words  assigned  to  the  second  position, 
on  the  line,  are  more  readily  written  than  those  assigned  to 
the  other  positions,  since  nearly  all  the  writing  is  on  the  line, 
and  the  preservation  of  the  lineality  of  writing  is  an  important 
factor  in  shorthand  speed. 

135.  The  rule  of  position  with  respect  to  accented  vowels 
is  sometimes  violated  for  the  sake  of  distinction,  when,    if 
observed,  it  would  place  in  the  same  position  words  of  similar 
outline;  that  is,  when  a  word  which  _would  otherwise  bo  writ- 
ten in  the  first  or  the  third  position,  occurs  very  frequently, 
it  may,  for  the  sake  of  speed,  be  written  in  the  second  posi- 
tion.    The  chief  aim,  it  should  be  observed,  from  first  to  last, 
is  utility. 

136.  Let  it  be  repeated,  Shorthand  is  not  written  by  rule;  but 
rules  are  made  for  convenience,  yet  violated  when  necessary. 

137.  The  hyphen  in  the  lists  of  word^signs  indicates  parts 
of  derivative  word-signs  or  phrases. 

138.  In  all  the  lists  of  word-signs,  the  numerals  indicate 
the  position  in  which  the  respective  signs  are  to  be  written,  as 
outlined   above.     Whenever  positions  are   not   indicated    oy 
numeral  or  insertion  of  line  in  engravings,   they  should  be 
considered  second  position. 

139.  It  will  be  observed  that  frequently  one  sign  is  sug- 
gested for  two  or  more  words  or  phrases.     To  the  student  it 
may  at  first  seem  that  confusion  would  result  from  employ- 


50 


THE   USE  OF  WORD-SIGNS 


ing  the  same  sign  for  two  or  more  words.  This  would  be  the 
case  were  an  attempt  made  to  use  the  word-signs  only  in  lists 
of  separate,  isolated  words,  disconnected  from  any  context 
whatever.  It  is  only  by  the  aid  of  the  context,  the  setting, 
the  association  that  gives  the  proper  meaning  of  the  sign,  that 
many  of  the  word-signs  can  be  determined;  and  since  it  is  only 
in  writing  sentences  that  any  practical  work  is  attempted, 
no  confusion  whatever  results  from  the  use  of  similar  signs 
for  two  or  more  words,  as  presented  throughout  the  var- 
ious lists.  Furthermore,  in  every  case  where  similar  signs 
represent  more  than  one  word,  the  words  so  represented  are 
different  parts  of  speech,  qr  are  so  entirely  dissimilar  in  mean- 
ing, that  hesitation  in  accurate  reading  is  rarely  caused  by 
their  use.  Throughout  this  treatise,  hyphens  are  used  when 
words,  parts  of  words,  or  phrases,  in  the  same  group  have 
syllables  or  parts  in  common. 


SIMPLE-CONSONANT  WORD-SIGNS, 
With    Modifications    of    Circles    and   Loops. 


\ 

\ 
\ 


\ 

\ 

o 
V 


140. 

2  up 

3  hope,  patent-ed,  party, 

happy 

1  possible-y-ility 

2  posterior 

3  happiest 

1  speak,  superior-ity 

2  expect-ed-ation 

3  special-ty-ity 

1  suspicion,  suspicious 

2  suspect-ed 

3  exasperate-d-ation 

2  step  by  step 

1  by 

2  be,  object-ed 

3  to  be,  book 

1  business 

1  subordinate-d-ion 

2  subject  (subjected    \i 

3  is  to  be 

has  to  be 


1  time 
1    2  it,  take 
3  at,  out,  took 

i    2  its,  it  is,  it  has 
^  3  itself 

[    3  at  first,  at  the  first 

1  citizen 
f  3  satisfy-ied, 

satisfactory-ily,  as  to  it 

1  consist 

2  exist,  system-atic-al-Iy 

f   2  state 

1  dollar,  contradict-ed 
|    2  do,  defendant 

3  had,  advertise-d-ment-r 

I    1  contradistinct-ion 

2  distinct-ly-ness, 

distinction    • 

/    2  is  said 
has  said 


p 

' 


WORD-SIGNS                                    51 

1  each 

1  thee,  thy 

/  2  which,  change-d 

(    2  they-m 

3  much,  charge-d,  chapter 

3  though,  thou 

/  2  advantage,  Jesus 

,     1  these,  thyself 

'    3  large 

C    2  this 

/    1  religious 

3  those,  thus 

°    2  advantages-ous 

^    2  this  is-has,  themselves 

/    2  just-ice 

1  see 

3  largest 

)     2  so 

. 

3  us,  use- 

f)    2  just  as 

f   2  suggest-ed-ion 

^     2  assist-ed-ance 

. 

v     2  was 

1  common,  kingdom 

)    3  use 

2  come,  came,  country 

1  she,  wish 

o  1  because 

J   2  shall-t 

2  country's-ies 

3  issue 

—  °  2  exercise-d 

)    2  usual-ly 

__^  1  commonest 

2  will-t,  willing 

2  exterior 

C    3  whole 

1  exquisite-ness 
~"  3  excuse-able 

=.   2  as  well 
C    3  salvation 

0-^3  excused 

1  hear,  her,  here 

o_o  2  success-ful-ly 

•^     2  are 
3  our 

_  1  give-n 
2  together 

^    1  hers,  herself,  hears 

«    3  ours,  ourself 

°  —  1  signify-ied-cant-ce-ly 

~x    3  ourselves 

1  if 

0 

L  2  for,  fact,  -fore 

1  my,  me 

3  few,  affect-ed,  far 

^^  2  am,  may,  him,  make 

^.   2  suffer-ed 

3  home 

1  ever 

1  myself 

^    2  have 

*  2  himself 

3  however,  halve 
^-°  1  visible-y-ility 

1  similar-ity 
*~^  2  some 

^   2  several,  Saviour 

8  consume 

(    2  think 
'    3  thank-ed,  thousand-th 

]   important-ce 
X-N  2  improve-d-ment, 

Fm;!  .v-ho 

2  southeast 


1  impossible-ility 


52 


WORD-SIGNS 

1  simple-y-icity 

1  why 

2  exemplify-ied-ication, 

"^   2  way 

somebody 

3  away 

3  example 

"^    2  southwest 

2  extemporaneous-ly 

^  2  southwester 

1  in,  any,  never 
2  no,  know 

f  2  your 

3  own,  knew,  new 

£  2  yours,  yourself 

1  influence 

62  yourselves; 

2  commenoe-ment 

yours  is-has;  yes,  sir 

1  United  States 

/  2  eh 

2  commences-ments, 

3  ah,  holy 

necessary-  ily 

C    3  holiest 

1  influenced,  instinct-ive 

2  commenced,  next 

0     1  is,  his 

2  stenography-er-ic 

2  as,  has 

us  (in  phrasing) 

1  thing,  English 

2  language 
3  long,  along,  length 

Q  1  is  as,  his  is 
2  as  has,  has  his 

1  single-d-y 

<?  2  first  (sometimes  Efs,  ii 

2  as  long 

phrasing) 

141.  The  words  is,  his,  as,  has,  and  us  are  frequently  indi- 
cated, in  connection  with  other  strokes,  by  the  use  of  the 
circle,  which  maybe  joined  to  all  the  simple  consonant-strokes 
when  required,   and  to  any  of  the  final  modifications  (to  be 
explained  later),except  Ses-Iss,  Steh-Iss,  the  Ing-dot,  etc.   Iss  is 
frequently  joined  to  form  third  person  singular  of  verbs  in  the 
present  tense,  as  well  as  plural  and  possessive  case  of  nouns 
and  pronouns. 

142.  Word-signs  are  frequently  used  in  forming  parts  of 
derivative  word-signs  ;  thus:  — 

Unforeseen~^«-^-  inasmuch  ^~f     any  thing  7""'.    forever  A^. 
become  \ exchange  77°    discharge  - JU- 

143.  On  taking  up  word-signs  the  universal  cry  of  students 
is  that  the  outline  is  "too  brief."    Now  our  whole  manner  of 
longhand  writing  is  simply  a  matter  of  habit.     Take,  for 
instance,  the  longhand  form  for  any  word.  There  is  absolutely 
nothing  but  custom  to  offer  as  the  reason  the  word  is  written 
as  it  ordinarily  is.     There  is  no  mathematical  calculation  nor 
logical  reasoning  by  which  it  can  be  demonstrated  that  the 
form  in  common  use  is  the  correct  one.     Since,  then,  our 


SENTENCE  PRACTICE 


53 


manner  of  writing  is  wholly  a  matter  of  habit,  we  may  change 
its  form,  which,  when  familiarized,  means  just  the  same  as  the 
more  common  form.  In  fact,  after  a  few  years'  use  all  the 
brief  signs  of  shorthand  are  thoroughly  familiarized,  and  the 
progressive  stenographer  devises  many  for  his  own  special 
needs. 

SENTENCE  PRACTICE. 

144.  The  marks  of  punctuation  necessary  in  shorthand 
work,  and  different  from  those  ordinarily  employed,  are  the 
following:  Period  /  ;  interrogation-point  /  or  'f  ;  dash- — • 
hyphen  <•  ;  capital  letter  __  ,  paragraph  /  . 


o> 


It  is  time  for  them  to  be  here.  They  expect  she  will 
come.  It  is  possible  to  be  influenced  in  this.  Jesus' example  was 
holy.  Which  do  they  think  will  be  for  our  advantage?  How- 
ever impossible  it  may  seem,  they  think  they  will  go.  It  is 
important  for  us  to  be  here.  Somebody  has  said  they  will  do 
so.  His  advantage  will  be  our  loss.  She  had  no  hope.  It 
was  suggested  for  him.  Several  things  are  to  be  commenced 
soon.  This  is  possible,  however  impossible  it  may  seem.  This 
is  given  for  your  study.  They  suggested  much  improvement 
in  language.  His  subject  was  important.  At  first  it  was  im- 
possible for  us  to  be  at  home,  however  much  it  was  necessary. 
Why  do  they  go  away  so  soon?  Which  way  seems  best?  His 
business  is  large.  Have  they  ever  had  any  success  in  this 
thing?  His  suspicion  was  allayed.  This  subject  is  large, 
though  it  seems  small.  They  will  do  as  well  as  it  is  possible 
for  them.  She  wishes  them  to  be  here  as  soon  as  possible. 
They  do  so  much  for  us.  (188  words) 


54  SENTENCE  PEA.CTICE 

QUESTIONS  ON   LESSON  .3. 

1.  What  is  the  method  of  abbreviation  dealt  with  in  this 
Lesson  ? 

2.  What  are  word-signs  ? 

3.  In  what  respect  are  they  not  arbitrary  characters? 

4.  Why  is  it  advisable  to  write  matter  from  dictation  ? 

5.  What  is  the  first  position  for  horizontal  strokes  and  out- 
lines, also  vowel-signs  disjoined? 

6.  The  second  position  ? 

7.  The  third  position  ? 

8.  What  is  the  first  position  for  all  vertical  and  inclined 
strokes  ? 

9.  The  second  ? 

10.  The  third  ? 

11.  What  is  the  first,  the  second,  and  the  third  position  for 
all  outlines  consisting  of  vertical  and  inclined  strokes,  or  those 
strokes  in  connection  with  horizontal  strokes? 

12.  Which  stroke  governs  the  position  of   an  outline  com- 
posed of  vertical  and  horizontal  strokes? 

13.  What   marks    of    punctuation    are    commonly    used    in 
writing  shorthand? 

REVIEW  EXERCISE  3. 

It  must  be  satisfactorily  advertised.  His  assistance  will  be 
given.  Take  time  for  study.  This  will  be  for  your  advantage. 
They  came  for  us.  This  whole  thing  will  have  to  be  com- 
menced. Your  example  will  be  important  in  this.  It  may  be 
possible.  They  may  come.  Which  do  they  think  is  impos- 
sible? This  was  given.  She  will  be  satisfied.  Do  they  ever 
hope  for  success  in  this?  They  must  give  themselves  up  for 
this  object. 


Every  young  person  should  start  out  with  a  determination 
to  invest  just  as  much  as  possible  in  himself.  This  self-invest- 
ment is  the  best  one  can  ever  make,  for  no  panic,  bankruptcy, 
or  failure  can  destroy  it. 


Half  the  victories  of  life  come  from  a  confident  belief  that 
one  is  going  to  win. 


LESSON  4 


DIPHTHONGS,  TICKS,   PREFIX-  AND  AFFIX-SIGNS, 
PHRASING. 

145.  As  previously  stated,  all  the  sounds  of  the  language  can 
be  readily  indicated  by  the  use  of  the  signs  already  presented. 
There  are,  however,  certain  vowel  sounds  occurring  together 
frequently,  forming  a  union,  and  pronounced  as  one  sound, 
which  are  more  readily  written  by  separate  signs  than  by 
using  two  of  the  signs  already  presented.  Two  vowels  occur- 
ring together  are  called  a  diphthong.  Following  is  a  table  of 
the  leading  — 

Diphthong-Signs. 


I  as  in  tie  oi  as  in  toy  ow  as  in  out  ew  as  in  dew. 

The  following  will  indicate  the  use  of  the  diphthong  signs: — 

1st  position.  1st  position.  3d  position.  3d  position. 

I  OI  OW  EW 

lie  alloy  allow  lieu 

my  noise  mow  mute 

ice  oil  cowl  use 

time  choice  house  tune 

right  royal  ounce  cue 

buy  boy  bow  few 

nigh  annoy  now  knew 

vice  voice  vows  views 

146.  These  signs  always  open  upward,  downward,  or  to  the 
right,  as  illustrated  below,  and  do  not  vary  their  slant  in  con- 
nection with  the  different  consonants,  as  do  the  dash  vowel- 
signs:  — 


r- ^ vie e  . 
v  PV  L  °  L  _W^_  31^-^-4  _4yjU  W. 


(a)  Pie,  buy,  tie,  die,  guy,  fie,  vie,  thigh,  thy,  sigh,  shy,  lie, 
rye.    nigh,  hie,   spy,  sty,  sight,  vise,  sighs,  shies,  lies,  slice, 

55 


56  DIPHTHONG-SIGNS 

mice,  rice,  hies,  pipe,  fife,  shyly,  Nile,  rile,  pile,  tile,  style, 
Zion,  signs,  science,  decisive,  bias,  pious,  tithes,  allied,  Mes- 
siah, miles,  terrify,  write,  ride,  pirate,  deny,  designs. 


!? 

(6)  Boy,  toy,  joy,  ahoy,  hoist,  alloy,  coy,  royal,  royally, 
.toil,  boil,  sloyd,  choice,  poise,  poised,  poises,  voice,  voices, 
annoy,  noise,  noises,  noisome,  oil,  joist,  voyage. 

(c)  Bow,   cow,   cows,    allow,    allows,    mow,    mouse>    row, 
arouse,    aroused,  arouses,  ounce,  house,  bows,   cowl,   couch, 
outrage,  vowel,  outlay,  allowed,  outlook. 

V>sdrtrfc1i^r^^ 

(d)  Pew,  pews,  due,  adieu,  adduce,  adduced,  induced,  fuse, 
lieu,  amuse,  views,  yew,  hue,  ruse,  suit,  stew,   news,    mule, 
allure,  Jew,  duke,  immure,  cubic,  duly. 

147.  The  sound  of  ew  is  sometimes  confused  with  oo.    The 
difference  may  be  easily  noted  in  the  words  cue  and  coo. 

148.  There  are  many  other  combinations  of  vowel  sounds 
that  might  be  made;  and  some  text-books  present  a  long  list  of 
sounds  to  be  memorized,  with  signs  to  represent   them.     But 
two  vowel  sounds  occurring  together  are  not  very  frequent 
outside  of  text-book  exercises;  and  the  student  will  find  that, 
after  spending  much  time  to  learn  these  signs,  they  are  of  little 
use  in  practice,  and  are  soon  forgotten,  so  that  he  can  not  as 
readily  indicate  them  as  he    can  those    sounds  that    occur 
more  frequently.     Then,  too,  in  the  briefer  methods  of  writ- 
ing, where  vowel  sounds  are  indicated  almost  wholly  by  posi- 
tion of  consonant  outline,  it  will  be  found  that  by  the  writing 
of  the  leading  vowel  sound  where  two  vowels  occur  together, 
the  outline  will  be  much  more  fully  represented  phonetically 
than  the  majority  of  the  writing. 

149.  For  the  present  it  will  be  sufficient  to  represent  two 
vowel  sounds  occurring  together,  by  writing  the  sound  for  the 
vowel  occurring  next  to  the  consonant  sound,  nearest  that  sign. 


Payee,  Deo,  Noah,  doughy,  snowy,  idea. 


DIPHTHONG-  SIGNS  57 

150.  If,  however,  there  are  two  consonant-strokes,  one  vowel 
sign  may  be  written  by  the  side  of  each  stroke,  when  this 
would  not  violate  the  rule  of  position  for  vowel-signs:  — 


Piety,  laity,  poem,  lower,  poet. 

151.  When  the  rule  of  position  would  be  violated,  the  two 
signs  are  written  by  the  side  of  one  stroke. 


Shower,  newer,  tower,  duel,  towel,  vowel,  fuel,  dual,  royal, 
science,  jewel. 

VOWEL  AND  DIPHTHONG  WORD-SIGNS. 

152.  the  a,  an,  and 

*  '-"  '  __'_  -'_'- 

all,        already.awe,.        ought,          of,          or,  I,  on, 

__  \  __  __  i_  ._/.  ^_        __i_  ___  '- 

two.too,        Oh.O.owe,        who-m,       to,       but,       should,  he, 

V  ^v  --- 

"ay.aye,        eye'high,          how. 
Ticks. 

153.  The  is  generally  represented  by  a  tick  joined  to  the  pre- 
ceding stroke,  and  written  in  the  direction  of  Pee,  Chay,  or 
Ray,  always  selecting  the  direction  that  will  give  the  most 
acute  angle. 

154.  In  advanced  work,  where  the  writer  is  familiar  with 
all  th'e  signs,  the  tick  for  the  may  be  joined  to  a  following 
word,  writing  it  on  the  line,  the  more  readily  to  distinguish  it 
from  other  ticks  beginning  phrases. 

155.  A,  an,  or  and  is  generally  represented  by  a  tick  joined 
to  the  following  stroke,  and  written  in  the  direction  of  Tee  or 
Kay,  always  selecting  the  direction  that  will  give  as  nearly  a 
right  angle  as  possible. 

156.  This  tick  may  also  be  joined  to  the  preceding  stroke, 
especially  the  semicircles  ;  but  for  the  most  part  the  beginner 


58  TICKS 

will  find  it  more  legible  to  join  it  to  the  following  stroke  only. 
It  is  written  in  the  position  required  by  the  following  word. 

157.  Names  of  Ticks. — The  dash-vowel  signs  are  written  in 
three  positions  and  five  directions,  light  and  heavy,  and  are 
named  after  the  half-length  signs,  presented  later,  with  the 
addition  of  oid,  signifying  similarity  to;  thus:  — 

Pet'oid,  Bed'oid,  Tet'oid,  Chet'oid,  Ket'oid,  Ret'oid,  etc. 

>       <•      >       v     -1  .      f     \      A     <|     L.      I.    1      1 

-\  -i    7   -\  -\    -7  ~>  ^   *.  /a       -o   ^ 

(a)  All  the,  ought  the,  of  the,  or  the,  on  the,  owe  the,  who  the, 
to  the,  but  the,  should  the,  I  should,  all  a,  ought  a,  of  a,  or  a, 
I  and,  and  I,  on  a,  who  a,  to  a,  but  a,  should  a,  should  he, 
and  all,  and  already,  and  ought,  and  of,  and  or,  and  on,  and 
two,  and  owe,  and  who-m,  and  to,  and  but,  and  should,  and 
the,  and  a,  and  I,  and  he,  but  a,  he  should,  is  of,  is  a,  is  the, 
as  to,  as  a,  and  is,  as  the,  and  as,  and  too. 


(b)  Up  the,  by  the,  which  the,  give  the,  if  the,  for  the,  have 
the,  so  the,  was  the,  use  the,  shall  the,  will  the,  are  the,  make 
the,  in  the,  why  the. 


(c)  And  up,  and  by,  and  which,  and  give,  and  if,  and  for, 
and  have,  and  so,  and  was,  and  use,  and  shall,  and  will,,  and 
are,  and  make,  and  in,  and  why. 

158.  I  beginning  phrases  is  indicated  by  a  tick  written  in 
the  direction  of  Pee,  Tee,  or  Ray(Chay  may  be  used),  accord- 
ing to  convenience,  and  always  in  the  first  position. 

159.  He  beginning  phrases  is  indicated  by  a  tick  in  the 
direction  of  Pee,  Chay,  or  Ray,  according  to  convenience,  anu 
always  in  the  second  position. 

ICO.  I  at  the  end  of  a  phrase  or  between  strokes  is  joined  to 
the  preceding  stroke  by  a  tick  in  the  direction  of  Tee  or  Kay, 
according  to  convenience. 


TICKS  59 


161.  He  at  the  end  of  a  phrase  or  between  strokes  is  joined 
to  the   preceding  stroke  by  a  tick   in  the  direction  of    Pee, 
Chay,  or  Ray,  according  to  convenience. 

162.  Begin  these  phrases  above  the  line  :  — 


I  am,  I  will,  I  hope,  I  think,  I  shall,  I  do,  I  had,  I  know, 
I  give,  I  came,  I  charge. 

163.  Begin  these  phrases  on  the  line  :  — 


He  is,  he  will,  he  hopes,  he  thinks,  he  shall,  he  does,  he 
had,  he  knows,  he  gives,  he  came,  he  charges. 

164.  Use  Tetoid  Or  Ketoid  for  I;  Retoid  or  Chetoid  for 
he:- 


May  I,  if  I,  do  I,  had  I,  may  he,  if  he,  does  he,  had  he, 
I  expect,  lie  expects,  they  expect,  it  is  expected,  she  expects, 
it  was,  which  was,  it  is  possible,  as  soon  as  possible,  they  may, 
it  makes,  it  may  be,  it  improves,  it  never  does,  it  never  will, 
I  think,  I  am  giving,  he  thinks,  he  does  think,  he  is  going, 
I  thank,  he  thanks,  I  know,  he  knows,  if  he  is  satis- 
fied, he  has  had,  it  is  impossible,  it  is  important,  they  sug- 
gested, this  time,  at  this  time,  these  things,  this  thing, 
those  things. 

165.  In  the  following  phrases  the  circle  adds  us  :  — 


By  us,  take  us,  for  us,  have  us,  give  us,  make  us,  of  us, 
to  us,  on  us,  cost  us,  costs  us,  master  us,  masters  us,  take  us. 
takes  us,  taking  us. 


00  PREFIX-  AND   AFFIX-SIGNS 

Prefix-  and  Affix-Signs. 

166.  Prefixes  and  affixes  are  fully  treated  subsequently. 
The  following,  however,  occur  so  frequently  that  it  is  thought 
best  to  present  them  at  this  point,  in  order  that  they  may  be 
properly  used  in  connection  with  illustrations  in  immediate 
lessons  :  — 

167.  A    light  dot  written   at    the   beginning  of  a  stroke 
indicates  the  prefix  con,  com,  or  cog. 


Confess,  conscious,  committee,  compile,  convey,  concensus 
company,  conduce,  convince,  compose,  community,  conceal, 
conveyance. 

168.  An  initial  heavy  dot  indicates  the  prefix  accom  :  — 


Accompany,  accompanied,  accompanying. 

169.  A  light  dot  at  the  end  of  a  stroke  indicates  the  affix 
ing:  — 


Doing,  giving,  making,  taking,  hoping,  changing,  having, 
thinking,  using,  improving,  influencing,  conferring,  compar- 
ing, managing;  being,  touching,  teaching. 

170.  The  dot  is  more  frequently  used  in  connection  with 
verbs  and  participles,  while  the  stroke  Ing  is  more  generally 
employed  in  connection  with  nouns  and  adjectives,  since  the, 
a,  an,  or  and  more  frequently  follow  verbs  and  participles, 
and   can  be   thus  more  readily    indicated,   as  shown  in  the 
second  paragraph  following. 

171.  A  heavy  dot  at  the  end  of  a  stroke  indicates  the  affix 
Ings.    Ing-Iss  is  also  used  for  the  same  purpose  :  — 


Doings,   sayings. 


PREFIX-  AND   AFFIX-SIGNS  Gi 

172.  The,  following  the  affix  ing,  is  written  by  a  disjoined 
acute  tick  in  the  direction  of  Pee  or  Chay,  while  a,  an,  or  and 
may  be  expressed,  following  ing,  by  a  disjoined  tick  in  the 
direction  of  Tee  or  Kay. 


Doing  the,  giving  the,  making  the,  taking  the,  hoping 
the,  changing  the,  having  the,  thinking  the,  using  the,  im- 
proving the,  influencing  the;  doing  a,  giving  a,  making  a, 
taking  a,  hoping  a,  changing  a,  having  a,  thinking  a,  using  a, 
improving  a,  influencing  a. 

173.  A  heavy  tick  following  Iss  or  Ses  and  the  semicircle 
(the  use  of  which  is  explained  in  the  following  lesson),  as  well 
as  any  final  hook  (explained  subsequently),  is  used  to  express 
the  sounds  of  dhr,  as  heard  in  any  one  of  the  following  words  : 
There,  their,  they  are,  other. 


Since  they  are,  does  their,  pays  their,  because  they  are, 
comes  there,  gives  their,  goes  there,  I  suppose  they  are,  hears 
other,  it  is  there,  influencing  their,  doing  their. 

174.  The  omission  of  certain  frequent  words  is  fully  illus- 
trated in  later  lessons,  but  the  frequency  of  those  presented 
below  seems  to  make  it  necessary  that  they  be  illustrated  in 
this  connection,  in  order  that  correct  forms  may  be  followed, 
and  thus  no  change  be  made  necessary  in  later  work.    By  using 
the   word-signs  of  the  briefer  style  in  connection  with  each 
lesson  we  are  now  studying,  it  is  possible  to  present  a  variety 
of  matter,  and  in  such  a  way  that  no  change  need  be  made  at 
a  more  advanced  stage  of  the  work. 

175.  The  word  of  (followed,  or  not,  by  a,  an,  or  the)  may 
be  omitted;  and  the  omission  implied  by  writing  the  following 
outline  near,  or  joined  to,  the  preceding;  as,— 


6a  PREFIX-  AND   AFFIX-SIGNS 


Citizens  of  the  country,  justice  of  the  thing,  each  of 
the  parties,  laws  of  the  United  States,  similarity  of  subjects, 
advantages  of  advertising,  subject  of  a  chapter. 

176.  The  omission  of  to  (followed,  or  not,  by  a,  an,  or  the) 
is  implied  by  writing  the  following  word  to  the  line  (called 
fourth  position);  thus  :  — 


To  know,  to  do,  to  give,  and  to  do,  and  to  give,  to-day, 
to-morrow,  to  the  subject,  to  the  time,  to  the  Saviour,  to  a 
business,  to  an  object,  to  Jesus,  to  an  advantage. 

177.  Or  the  following  word  is  joined  to  the  preceding;  as,  — 


Wish  to  be,  it  seems  to  me,  have  to  do,   ought  to  know, 
have  to  be. 

178.  To  preceding  upward  strokes  should  be  indicated  by 
Petoid;  as,  — 


To  leave,  to  write. 

179.  For  a  fuller  illustration   of  all   these   principles  the 
student  is  referred  to  advanced  principles. 

List  of  Contractions  in  Frequent  Use. 

180.  The  hyphen  indicates  parts  of  derivative  words.     The 
dagger  between  the  names  of  strokes  indicates  that  the  stroke 
following  is  to  be  written  through  the  preceding;  as,  En  f  Tee, 
notwithstanding.      The  colon  so  used,  indicates  that  the  fol- 
lowing stroke   is  to  be  disjoined,  and  written  near  (usually 
lapping)  the  preceding  one. 


PHRASING  63 


181.  Acknowledge,    anything,    become,    disadvantage,    fa- 
miliar-ity,,  forever,  highly,  irregular-ity,  knowledge,  neverthe- 
less, notwithstanding,  now,  nothing,    peculiar-ity,    refer-red.- 
ence,  refers-ences,  regular-ity,  represent-cd,  something,  what- 
soever. 

Phrasing. 

182.  A  sufficient  number  of  frequently  occurring  word-signs 
have  now  been  introduced  to  enable  the  student  advantageously 
to  begin  the  writing  of  phrases;  that  is,  the  grouping  of  related 
words  in  one  sign,  thus  saving,  according  to  careful  estimate, 
about  one-third  the  labor  over  that  required  by  lifting  the 
pen.     Shorthand   phrasing    is    kaleidoscopic    in    its    nature; 
its     application    is    almost    unlimited.     There    is    no    rule, 
nor    set   of   rules,  relating  to    forms,    grammatical  or  steno- 
graphic,  that  can  be  strictly  adhered  to  in   the  writing  of 
phrases.  Hence  the  present  attempt  is  only  to  set  before  the  stu- 
dent such  general  statement  as  will  assist  to  some  extent  in  the 
formation  of  correct  phrases,  and  place  before  him,  in  the 
writing   exercises,    some   of   the   most   common   expressions, 
gradually  leading  on,  from  lesson  to  lesson,  to  more  difficult 
matter.     The  student  will  derive  more  benefit  from  practicing 
the   exact  forms  over   many    times    than   from   almost  any 
amount  of  memori/.ing  rules. 

183.  Rule  for  Phrasing.  —  Join  only  related  words  where 
the  junction  is  convenient,  and  the  signs  so  joined  do  not 
extend  too  great  a  length.     Three  strokes  in  a  phrase-sign  will 
generally  be  found  more  conducive  to  speed  than  a  greater 
number. 

184.  Exceptions  to  this  statement,  as  well  as  its  applica= 
tion,  may  be  illustrated  thus  :  — 

(a)  Words  not  related:    However,  they  think  so.     It  has 
come,  though      Incorrect,  way  :-t-  -J—,---  Correct 

way.-t-.f  J   /^--t  /  J 


64  PHRASING 

(b)  Inconvenient  or  impossible  junctions:   Which  they 
hope.     It  was  extemporaneous.    It  was  holy.     Incorrect  way: 

J)^      y"          Correct  way:./.  (,\.     ,.y«rs.-    -lf 

(c)  OutHnes  too  long,  or  repetition  of  signs:    Though 

they  do  so.    In  my  name.    Incorrect  way  ;-(---    J-^X^ 

/          ----  ,  \ 

Correct  way  :  --(-  -V  -^-m 

Position  of  Phrase=Signs. 

185.  Usually  the  first  word  of  a  phrase-sign  is  written  in  its 
proper  position,  and  other  words  follow  without  regard  to 
position;  as,— 


For  the,  if  the,  I  do,  he  does,  but  the,  of  his,  to  his,  it 
has  never,  they  will  do  so,  how  will  they. 

•  186.  Sometimes  the  second  word  must  be  written  in  its 
proper  position,  thus  making  necessary  a  slight  change  in  the 
position  of  the  first  word;  as,  — 


In    these,    in  this,    ifl   those,    I  do,    I  had,    in   his  time, 
next  time. 

187.  The  tick  for  a-n-d  may  be  written  in  any  position, 
and  thus  accommodates  itself  to  the  position  of  the  preceding 
or  following;  as,  — 

111  ^ 

L-Hrt"CT- 

And  take,  take  a,  and  had,  had  a,  own  a,  in  a. 

188.  The  first  word  of  a  phrase-sign  is  sometimes  written 
out  of  position  when  the  legibility  of  the  second  word  depends 
upon  its  position;  as,— 


As  if,  as  far  as,  as  much  as,  ought  to  be,  is  to  be,  has  to  be. 


SENTENCE   PRACTICE  65 

SENTENCE  PRACTICE. 


/     ~ tf"^     **~S      \  O        /N-^^X    /       /  x-\ 

Jo_ 1  Qj?   a^^.  _o^0  .  \  I (    (^_  _f\  _ 


189.  1  think  he  will  come  to  see  them.  I  will  do  all 
it  is  possible.  He  has  something  in  view,  which  he  expects 
to  do.  I  shall  hope  they  will  come.  He  should  seek  to  make 
improvement.  It  is  a  disadvantage  for  us.  He  hopes  it  is 
possible  for  them  to  give  some  advice  on  the  subject.  How 

many  times  will  they  give  us  this  example?    This  is  necessary 
5 


66  SENTENCE   PRACTICE 

because  of  the  importance  of  the  subject.  It  is  a  simple  thing; 
so  as  soon  as  possible,  something  successful  should  be  expected. 
Anything  they  do  for  us  will  be  highly  satisfactory.  They 
never  represented  the  language  he  was  using  as  they  should. 
He  was  regular  in  his  business,  and  so  was  highly  successful. 
It  was  an  advantage  for  them  to  come  home  at  this  time.  I 
hope  he  will  be  as  successful  as  possible  in  the  business  in 
which  he  is  engaging.  It  will  never  be  improved  if  he  thinks 
of  staying  there.  Since  there  is  a  disadvantage  in  objecting 
at  this  time,  it  should  be  allowed  to  go  along  as  if  nothing 
was  to  be  represented.  I  am  thinking  of  going  home  soon. 
How  shall  the  company's  business  be  improved?  It  is  impos- 
sible to  suggest  anything  to  satisfy  him  now.  He  has  a 
knowledge  of  the  business,  notwithstanding  his  seeming 
peculiarity.  If  they  ever  come,  I  will  accompany  them. 
Whatsoever  is  right  will  be  given  them.  I  refer  to  the  way  in 
which  he  objected  to  the  business.  His  knowledge  of  the 
subject  is  such  as  to  give  him  a  familiarity.  I  had  already 
seen  them  in  the  city.  They  will  be  at  his  house  now.  He 
has  never  had  the  advantage  it  seems  he  should.  If  he  gives 
us  all  he  should,  it  is  as  much  as  is  just.  They  ought  to  be 
ready  to  go  now.  How  long  will  they  stay  away  ?  Are  they 
going  to  make  anything  in  the  business  ?  He  has  never  come. 
It  is  similar  to  the  example  given  me.  It  is  something  neces- 
sary. It  is  important  to  see  them  as  soon  as  possible.  The 
salvation  of  the  country  will  rest  on  them.  He  has  a  knowl- 
edge of  the  English  language.  It  is  possible  to  do  much 
studying  in  the  language.  He  has  never  commenced  exercis- 
ing as  he  should.  Your  example  will  be  important.  The 
next  time  they  come,  they  should  see  us.  I  am  hoping  the 
next  issue  will  show  improvement.  He  is  happy  to  have 
them  come,  and  hopes  to  see  them  several  times.  I  suppose 
there  is  nothing  to  be  expected  now.  As  far  as  possible,  he 
should  -refer  all  such  business  to  the  parties  who  expect  to 
take  charge.  It  seems  to  me  such  facts  should  be  advantage- 
ously advertised.  (459) 


REVIEW  67 

QUESTIONS  ON   LESSON   4. 

1.  What  is  a  diphthong  ? 

2.  Name  the  diphthongs. 

3.  Do  these  signs  ever  vary  their  slant  in  connection  'with 
the  stroke  ? 

4.  How  may  other  concurrent  vowel  sounds  be  written  ? 

5.  In  what  manner  is  the  generally  written  ? 

6.  At  what  angle  is  the  tick  always  written  ? 

7.  What  is  the  angle  of  the  tick  for  a-n-d  preceding  strokes? 

8.  What  are  the  names  of  the  ticks? 

9.  What  does  oid  signify  ? 

10.  In  what  manner  is  I  written  when  joined  to  other  strokes? 

11.  What  is  the  direction  of  the  tick  used  for  I  occurring 
initially  in  phrases? 

12.  What  is  always  true  of  its  position? 

13.  What  is  the  position  of  the  tick  for  he  occurring  ini- 
tially in  phrases  ? 

14.  In  what  direction  is  the  tick  for  I  always  written  occur- 
ring medially  or  finally  ? 

15.  What  is  always  the  direction  of  the  tick  for  he  occurring 
medially  or  finally  ? 

16.  What  prefixes  are  represented  by  a  light  dot  preceding 
a  stroke  ? 

17.  What  does  a  heavy  dot  represent  ? 

18.  What  is  represented  by  a  light  dot  at  the  end  of  a  stroke? 

19.  A  heavy  dot  ? 

20.  What  is  represented  by  a  disjoined  light  tick  at  the  end 
of  a  stroke  ? 

21.  A  heavy  tick  disjoined  ? 

22.  What  words  are  frequently  omitted,  yet  implied  by  the 
nearness,  or  joining,  of  preceding  and  following  strokes  ? 

23.  What  words  are  indicated  by  writing  the  following  stroke 
below  the  line? 

24.  What  is  this  position  called  ? 

25.  In  what  other  manner  may  such  strokes  be  written  ? 

26.  What  two  strokes  are  never  written  below  the  line  in 
beginning  phrases  ?     Why? 

27.  State  the  general  rule  for  .phrasing. 

28.  Which  word  in  a  phrase  usually  governs  the  position  of 
a  phrase-sign  ? 

29.  Why  is  the  first  part  of  a  phrase-sign  sometimes  written 
out,  of  position  ? 

30.  Can  the  tick  for  a-n-d  be  written  in  any  position  ? 


68  EEVIEW 

REVIEW   EXERCISE  4. 

Write  in  phrases  the  following :  — 

I  wish,  I  shall,  he  shall,  how  shall;  I  will,  he  will,  how 
will;  on  time,  on  it,  should  it,  how  it;  I  do,  I  had,  he  does, 
how  does ;  which  I  had,  which  he  had  ;  they  will  be ;  it  is  the 
way  ;  in  a  way ;  he  has  no ;  I  know  the ;  I  hope  the  ;  which 
was  the  ;  I  think  he  may;  he  will  never  be;  he  has  had;  at 
this  time  ;  these  things  ;  it  is  possible  ;  it  must  be. 

Write  the  following  sentences,  using  the  proper  word-signs 
and  contractions :  — 

I  hope  he  will  be  successful.  His  knowledge  of  the  busi- 
ness will  be  highly  satisfactory  to  us.  Something  should  be 
expected  as  soon  as  possible.  Some  important  changes  will 
have  to  be  suggested.  It  is  the  best  it  seems  possible  to  do. 
They  ought  to  be  ready  to  go  for  them.  They  expect  to  give 
away  those  things.  He  had  no  such  idea,  but  will  now  do  all 
he  sees  necessary. 


The  third  position  for  the  horizontal  strokes  is  one-half 
space  below  the  line.  The  fourth  position  for  such  strokes  is 
immediately  below  or  touching  the  line. 

The  third  position  for  inclined  and  vertical  strokes  is  for 
one-half  of  the  stroke  to  extend  each  side  of  the  line.  The 
fourth  position  for  such  strokes  is  for  them  to  be  begun  imme- 
diately under  or  touching  the  line. 


LESSON  5 

MODES  OF  WRITING  VARIABLE  SIGNS. 
L,  R,  Sh,  W,  Y,  and  H. 

In  this  Lesson  specific  directions  will  be  given  regarding 
the  use  of  the  variable  signs  introduced  in  Lesson  1. 

Rules  for  the  Use  of  L. 

190.  There  are  three  general  classes  of  strokes :  Vertical, 
inclined  (right  and  left  oblique  and  upward),  and  horizontal. 

o.  Use  Lay,  the  upward  stroke,  whon  it  is  the  only  con- 
sonant stem  in  the  word,  and  when  it  precedes  a  final  vowel. 

b.  Use  Lay,  the  upward  movement,  preceding  all  vertical 
and  inclined  strokes,  whether  a  vowel  precedes  or  follows  the 
sound  of  I. 

c.  There  are  six  horizontal  strokes.     Use  El,  the  downward 
stroke,  preceding  the  three  heavy  strokes, —  Gay,  Emp,  and 
Ing, — whether  a  vowel  precedes  or  follows  the  sound  of  I. 

d.  Use  El,  the  downward  stroke,  preceding  Kay  and  Em, 
when  a  vowel  precedes  the  sound  of  1 ;  but  if  a  vowel  follows, 
use  Lay. 

c.  For  the  remaining  stroke,  En,  use  Lay  when  the  outline 
forms  a  derivative  word,  the  primitive  of  which  is  written  in 
accordance  with  the  statement  under  a.  If  it  is  not  a  deriva- 
tive word,  use  El,  the  downward  stroke,  whether  a  vowel  pre- 
cedes or  follows,  as  noted  under  d. 

190a.  The  few  minor  exceptions  to  the  above  statements 
are  simply  to  secure  distinction  in  certain  outlines,  and  can 
not  be  said  to  conform  to  any  rule.  They  are  so  few,  and  the 
necessity  of  the  distinction  so  apparent,  that  it  is  not  neces- 
sary to  place  them  under  a  general  statement. 

190fo.  A  full  illustration  of  the  uses  of  Lay  and  El,  both 
initially  and  finally,  in  connection  with  all  the  consonant 
strokes,  both  preceded  and  followed  by  vowels,  is  presented 
below,  which  will  quite  clearly  exemplify  the  above  statement. 
The  few  exceptions  to  this  general  statement,  as  may  be  ob- 
served below,  are  only  for  the  purpose  of  securing  more  con- 
venient outlines  than  would  result  from  adherence  to  the  rule. 

69 


70  VARIABLE   SIGNS 

190c.  From  the  foregoing  statements  it  will  be  observed 
that  the  general  direction  of  the  stroke  for  1  is  upward,  —  always 
when  standing  alone.  The  downward  stroke  is  not,  as  a  gen- 
eral rule,  convenient  except  when  it  precedes  the  horizontal 
strokes  which  require  shading.  Avoid  its  use  finally,  except 
where  it  would  form  an  acute  angle,  as  En-El,  Ing-El,  for  the 
reason  that  it  would  carry  the  hand  out  of  position,  and  too 
far  below  the  line  of  writing.  The  preservation  of  the  lineality 
of  writing,  and  the  securing  of  facile  forms,  are  the  objects 
desired  by  the  preceding  statements. 

Specific  Modes  of  Indicating  L. 

191.  When  a  vowel  precedes  the  sound  of  1  used  initially, 
use  Lay,  the  upward  stroke,  to  represent  the  sound  in  all  cases, 
except  when  it  precedes  the  horizontal  strokes,  —  Kay,  Gay, 
Em,  Emp,  En,  Ing,  —  when  El,  the  downward  stroke,  will  be 
found  more  convenient.  In  some  cases,  especially  in  deriva- 
tive words,  the  upward  stroke  is  used  preceding  En  and  Ing. 


Alps,  elbow,  alto,  allude,  allege,  aloof,  alive,  Olathe,  also, 
Eliza,  Elisha,  allure,  celery,  always,  hallelujah,  ale-house, 
alike,  elk,  silk,  alum,  alembic,  Ilion,  Illinois,  illness,  willing, 
erelong. 

192.  When  a  vowel  follows  the  sound  of  1  used  initially, 
employ  El,  the  downward  stroke,  in  connection  with  Gay, 
En,  Ing,  and  Emp;  in  connection  with  all  other  consonant- 
strokes  use  Lay. 


Leap,  lobe,  laity,  lady,  latch,  ledge,  like,  lag,  life,  leave, 
lath,  lathe,  Lucy,  lazy,  lash,  lull,  lower,  Laura,  lime,  solemn, 
lamp,  lion,  sling,  selling,  lungs,  launch,  lesson,  leeway,  Lehigh, 
legacy. 


VAKIABLE   SIGNS  71 

193.  When  a  vowel  precedes  the  sound  of  1  used  finally,  use 
Lay  to  represent  the  sound  in  all  cases,  axcept  following  En, 
Ing,  Ef,  Yee,  and  Ray,  when  El  should  be  used. 


Pile,  bill,  toil,  dale,  chill,  jell,  cool,  gale,  file,  vile,  thill, 
thistle,  they  will,  assail,  zeal,  shell,  loyal,  royal,  mail,  nail, 
shingle,  swell,  yale,  hail,  spelling. 

194.  When  a  vowel  follows  the  sound  of  1  used  finally, 
always  employ  the  upward  stroke,  except  in  connection  with 
En  and  Ing,  in  which  case  use  the  downward  stroke. 


Pillow,  below,  tally,  daily,  chilly,  jelly,  callow,  gallows, 
folly,  valley,  vastly,  earthly,  worthily,  asleep,  zealous,  shallow, 
loyally,  royally,  rely,  mellow,  solemnly,  Nellie,  immensely, 
kingly,  swallow,  yellow,  halo,  dazzling. 

To  recapi  tulale  :  — 

In  connection  with  the  six  horizontal  strokes,  1  is  repre- 
sented as  follows:  — 

195.  When  preceding  the  three  light  strokes,  —  Kay,  Em, 
and  En,  —  Lay  is  used  when  a  vowel  follows,  El  when  a  vowel 
precedes,  the  sound  of  1. 

190.  When  preceding  the  shaded  strokes, — Gay,  Emp, 
and  Ing, —  El  is  invariably  used,  whether  a  vowel  precedes  or 
follows  the  sound  of  1. 

197.  It  may  be  well  to  add  at  this  juncture,  that,  in  con- 
nection with  the  six  horizontal  strokes  having  an  initial  or  a 
final  hook  (to  be  explained  subsequently),  Lay  is  used  when  it 
precedes  these  six  strokes  having  initial  hooks,  while  El  is 
used  if  the  strokes  have  final  hooks.  Like  all  rules,  there  are 
exceptions  to  this  statement,  they  being  mainly  for  conven- 
ience, as  well  as  distinction  in  outlines. 


72  VAKIABLE   SIGNS 

General  Statement  Regarding  the  Use  of  Ar  and  Ray. 

197a.  When  a  vowel  precedes  the  sound  of  r,  initial  or 
final,  use  Ar,  the  downward  stroke. 

197fo.  When  a  vowel  follows  the  sound  of  r,  initial  or  final, 
use  Ray,  the  upward  stroke. 

197c.  The  exceptions  to  the  above  general  statement  are 
for  the  purpose  of  securing  more  convenient  junctions,  and 
are  mainly  as  follows  :  — 

a.  Use  Ray  before  Tee,  Dee,  Chay,  Jay,  Ith,  and  generally 
before  Dhee,  En,  and  Ing. 

b.  Use  Ray  after  Ith,  Dhee,  Ray,  Em,  Einp,  and  Hay. 

c.  Use  Ar  before  Em,  Emp,  and  Way. 

197cZ.  The  name  of  the  downward  stroke,  Ar,  has  a  vowel 
preceding,  while  Ray,  the  upward  stroke,  has  a  vowel  follow- 
ing. It  may  be  of  assistance  to  remember  that  this  analogy  is 
generally  observed  in  practice;  that  is,  vowel  sounds  more 
often  precede  Ar  and  follow  Ray.  As  stated,  the  exceptions 
are  only  to  secure  forms  more  easily  executed. 

Specific  Modes  of  Indicating  R. 

198.  When  a  vowel  precedes  the  sound  of  r  used  initially, 
use  Ar  to  represent  the  sound,  except  when  the  stroke  pre- 
cedes Tee,  Dee,  Chay,  Jay,  Ef,  Vee,  Ith,  Thee,  En,  and  Ing,  in 
which  case  Ray  will  be  found  to  afford  a  more  convenient 
junction.  Slight  changes  in  the  foregoing  rules  are  some- 
times made  in  phrasing. 


Harp,  herb,  orb,  erratic,  artist,  erode,  arch,  urge,  ark, 
argue,  horrify,  survey,  earth,  herewith,  are  they,  worthy, 
heresy,  arise,  here  was,  harsh,  Irish,  mirage,  early,  hoarsely, 
oral,  error,  aurora,  arm,  horny,  hoarseness,  arisen,  arson, 
bearing,  herring,  erewhile. 

199.  When  a  vowel  follows  the  sound  of  r  used  initially,  use 
Ray  to  represent  the  sound,  except  when  it  precedes  Ar,  Em, 
and  Emp,  in  which  case  use  Ar. 


VARIABLE  SIGNS 


Reap,  robe,  rate,  rude,  rich,  rage,  rake,  rogue,  refuse 
review,  wrath,  wreath,  wreathe,  racy,  rise,  rosy,  rash,  rouge, 
rally,  rare,  Rome,  romp,  ruin,  wrong,  race-horse,  risen,  reason, 
enrich. 

200.  When  a  vowel  precedes  the  sound  of  r  used  finally,  use 
Ar  to  represent  the  sound,  except  when  it  follows  Kay,  Gay, 
Ith,  Thee,  Ray,  Em,  Emp,  and  Hay,  when  Ray  should  be 
used. 


Poor,  bare,  tare,  dare,  chore,  jar,  coerce,  gayer,  fire,  affair, 
veer,  severe,  Thayer,  sigher,  czar,  shower,  jour,  sailor,  seller, 
rarer,  roar,  mar,  empire,  ne'er,  singer,  wooer,  Oyer,  holier, 
coheir,  cower,  oar,  sore,  sir. 

201.  When  a  vowel  follows  the  sound  jf  r  used  finally,  use 
Ray  in  connection  with  every  consonant  stroke. 


V 


r* 


•^.^.^.^..^J^.^.^.y. 


Parry,  borrow,  Tory,  dairy,  cherry,  jury,  Cora,  gory,  fiery, 
vary,  thorough,  Assyria,  zero,  showery,  usury,  salary,  merry, 
emperor,  narrow,  weigher,  wary,  hoary,  row,  ray,  sorrow, 
sorry. 

201a.  To  understand  that  the  only  object  of  the  foregoing 
rules  regarding  1  and  r  is  to  secure  the  best  possible  angles,  let 
the  student  write  the  outlines  excepted,  as  noted  above,  and  he 
will  at  once  see  the  reason  why  the  rules  are  given. 

Modes  of  Indicating  Sh. 

202.  The  upward  stroke,  representing  sh,  will  be  found 
more  convenient  when  following  Tee,  Dee,  Ef,  Lay,  and 


74  VARIABLE    SIGNS 

sometimes  Ar  and  Way ;  «lso  when  it  precedes  Lay.  In  ad- 
vanced work,  however,  this  rule  is  not  followed  strictly,  in 
connection  with  Ef. 


Tissue,  dish,  dash,  fish,  lash,  shawl,  harsh,  Irish,  swash, 
swish. 

203.  The  downward  stroke  is  invariably  used  in  con- 
nection with  all  the  consonant  strokes  not  named  above;  and 
standing  alone  the  downward  stroke  is  always  used. 


Push,  bush,  Jewish,  rash,  rush,  mash,  gnash,  ambitious, 
cash,  gash,  sash,  anxious. 

204.  It  should  be  noted  that  Ish  is  written  with  no  vowel 
sound  occurring  between  s  and  h.  There  are  a  few  proper 
nouns  which  have  a  vowel  sound  between  s  and  h.  These 
names  are  properly  indicated  by  Iss-Hay;  as,  — 


Sahara,  Soho. 

Modes  of  Indicating  W. 

205.  The  sound  of  w  is-exprc-ssed  in  four  ways:  (1)  the  stroke 
Way;  (2)  a  semicircle,  called  Brief-Way,  initially  joined  to  all 
consonants  except  Hay,  and  those  named  under  3;   (3)  Brief- 
Way  joined  as  a  hook  on  Lay,  Ray,  Em,  and  En;  (4)  Brief-Way 
disjoined,  and  written  in  the  vowel  positions. 

206.  The  Way-stroke  is  used  as  follows:  (1)  when  it  is  the 
only  consonant-stroke  in  the  word  (except  in  the  case  of  word- 
signs);  (2)  when  the  stroke  is  preceded  by  Iss,  Ses,  Steh,  or 
followed  by  Iss,  Ses,  Steh,  or  Ster;  and  (3)  when  it  is  preceded 
by  an  initial  vowel. 


^ 


v 

o 


Wee,  waste,  woe,  woo,  woes,  woos,  sway,  Swiss,  west,  wise 
Worcester,  wasp,  sweep,  swoop,  swing,  swell,  swallow,  swim, 
swamp,  swash,  awake,  awoke.  Wesley. 


VAEIABLE   SIGNS  75 

207.  The  necessity  of  observing  the  rule  in  the  first  case  is 
at  once  apparent  if  one  attempts  to  vocalize  Brief-Way,  which 
is  itself  only  a  semicircle,  and  therefore  not  large  enough  to 
admit  of  easy  vocalization,  since  it  is  necessary  to  employ,  for 
vowel  sounds,  signs  almost  as  large,  and-  to  write  them  in 
three   different    positions.      In    the    second  case,   the  signs 
mentioned  are  brief  signs,  and  do  not  admit  of  joining  to 
Brief-  Way,  to  admit  of  easy  vocalization.     In  the  third  case, 
the  Way-stroke  must  be  used  when  a  vowel  precedes,  in  order 
that   the  vowel  may  be  properly  indicated.     From  the  observ- 
ance of  this  there  result  many  clear  distinctions  in  forms. 

208.  Brief  signs  are  provided  for  the  sound  of  w,  called 
Brief-  Way,  and  are  written    c    (called  Weh),  and    3    (called 
Wuh).     These  are  joined  at  an  angle  to  all  consonants  but  the 
four  named  in  paragraph  209,  and  are  invariably  used  for 
the  initial  sound  of  w.     In  writing  words,  Wuh  is  used   in 
connection  with   Kay,  Gay,  Emp,   and  Ing;  Weh  with    the 
remaining  strokes. 


Weep,  weeps,  wit,  wet,  wait,  weed,  weighed,  wooed, 
wood,  witch,  wage,  wedge,  watch,  wages,  wick,  week,  wake. 
woke,  walk,  wig,  wag,  waif,  woof,  weave,  wave,  wove,  with, 
wash,  wing,  unweighed,  unweave,  wax,  sweet,  sweat,  Swede, 
switch. 

209.  Brief-  Way  is  more  conveniently  made  into  a  hook  in 
connection  with  Lay  (El),  Em;  En,  and  Ray,  called,  respect- 
ively, Wei  (Wil),  Wem,  Wen,  Wer;  thus:  — 


Wail,  wails,   willow,  weal,   wile,  wool,  weary,  ware,  wire, 
wiry,   wear,   swear,    swofe,    win,  wince,  wine,  wines,    wane, 


70  VARIABLE   SIGNS 

twain,   twine,    Edwin,    queer,    quire,    unwell,    unwieldly,   un- 
worthy, worth,  quench,  queen,  war,  swarm,  Wilson. 

210.  The  fourth  way  of  expressing  the  sound  of  w  is  em- 
ployed when  it  occurs  between  two  consonant-strokes,  and  it 
is  impossible  to  represent  it  as  a-semicircle  joined,  or  as  a  hook. 
It  is  then  disjoined,  and  written  in  the  vowel  places,  being 
made  light  or  heavy,  according  as  the  vowel  with  which  it 
occurs  is  short  or  long.  It  then  represents  both  the  sound 
of  w  and  the  vowel  indicated  by  the  position  and  shading  of 
the  semicircle.  This  is  shown  in  the  following  table  of  signs 
for  Brief-Way  in  vowel  positions:  — 

cl      <!     J       'I       'I      J_ 

we        wa        wii          wa         wo        woo 


wi        we        wa          wo          wu        woo 

211.  The  following  illustrate  the  use  of  Brief- Way  in  vowel 
places,  both  joined  and  disjoined:  — 

L.L 


Tweak,  twig,  dwell,  twang,  twitch,  equip,  thwack,  quick, 
quest,  quell,  quake,  squaw,  equity,  acquit,  twist,  dissuade, 
request,  inquest,  quill,  quota,  twister,  farewell. 

212.  It  may  sometimes  be  convenient  to  indicate  w  pre- 
ceding the  diphthong  sounds  of  I,  ol,  and  ow,  by  writing  their 
signs  at  right  angles;  thus:  — 


Wipe,  white,  wide,  twice,  wife,  wives,  quietly,  likewise. 
buoy,  buoys,  buoyant. 

213.  These  signs,  however,  are  used  very  little,  since  it  is 
more  convenient  to  represent  w  by  Brief-  Way,  and  to  imply 
the  vowel  sound  by  position  of  outline. 


VAKIABLE    SIGNS  77 

Modes  of  Expressing  Y. 

214.  The  sound  of  y  is  expressed  in  three  ways  :  (1)  the 
stroke  Yay;  (2)  a  semicircle  (written  Yeh  u  ,  Yuh  n  ),  which 
may  be  joined  initially  to  all  consonant-strokes  except  Hay, 
and  is  called  Brief-Yay;  (3)  Brief-  Yay,  disjoined  and  written 
in  the  vowel  positions. 

Tho  stroke  Yay  is  used  when  it  is  the  only  stem  in  the 
word,  or  is  preceded  by  an  initial  vowel,  as  follows:  — 


Yea,  yew,  yes,  yeas,  yeast,  Oyer. 

215.  The  same  rules  apply  in  the  use  of  y  as  for  w  as  a 
semicircle  joined  and  disjoined.  It  shou'.d  be  observed  that 
Brief-Yay  is  never  joined  as  a  hook,  as  is  Brief-  Way  on  four 
strokes.  The  full  table  of  Brief-Yay  in  vowel  places  follows:— 

1         "I         ol         "I          "I         J 
ye        ya        y:I         ya         yo        yoo 


yi        ye        ya          yo          yu        yoo 
216.  The  following  illustrate  Brief-Yay  in  vowel  positions, 
both  joined  and  disjoined:  — 


Yacht,  Yates,  yak,  yoke,  Yale,  yellow,  youth,  yawn,  yam, 
yore,  young,  yon,  youngster,  unique,  Uriah. 

217.  This  sign  is  frequently  used  to  represent  two  vowel 
sounds  occurring  together. 


Roseate,  maniac,  bestial,  obvious,  harmonious,  India, 
William,  studious,  Russia,  melodious,  dubious,  opiate,  period, 
bilious,  serious,  continue,  mania,  lawyer,  folio,  congestion. 


78  VAKIABLE   SIGNS 

217a.  To  assist  in  remembering  the  dot-vowel  sounds  com- 
bined with  w  and  y,  it  may  be  remembered  that  these  sounds 
(which  are  the  most  frequent)  are  represented  in  the  quickest 
way  ;  that  is,  by  signs  opening,  for  w  to  the  right,  and  for  y 
opening  upward,  made  light  and  heavy  for  short  and  long 
sounds,  respectively. 

Modes  of  Expressing  H. 

218.  There  are  four  methods  of  expressing  the  aspirate  sound 
of  h  :   (1)  by  the  stroke  Hay  ;  (2)  by  a  light  dot,  called  the 
H-dot,  or  Heh  ;  (3)  by  an  H-tick,  called  Huh  ;  (A)  by  shading 
the  Way-hook. 

219.  Hay  is  employed  when  it  represents  the  only  consonant 
in  the  word  ;  when  it  represents  a  consonant  next  following  an 
initial  vowel;  and  when  it  is  followed  by  Iss,  Ses,  Steh,  or  Ster. 

s/^AAAJlJ-ASA+^A.^ 

6  /  L 

AA..S* 

Hay,  hew,  ahoy,  hoe,  hose,  host,  Hester,  haste,  hies, 
hiss,  hoist,  Howe,  ahead,  haughty,  hasty,  hazy,  hasten,  Hos- 
&ack,  heinous,  houses,  hurry,  horror,  horrid,  heavy,  harvest. 

220.  The  light  dot,  representing  h,  precedes  the  dash  vowel- 
signs  and  semicircles,  as  shown  below;  in  connection  with  dot 
vowel-signs  the  two  dots  should  be  written  at  right  angles  to  that 
portion  of  the  consonant  by  which  they  are  to  be  read,  thus :  — 


Heap,  hop,  hoop,  hub,  hit,  hot,  hate,  heat,  hut,  heed,  hid, 
hitch,  hedge,  hawk,  heath,  hath,  hash,  hush,  heel,  hymn,  hall, 
handsome,  hang,  hung,  hem,  heal,  highness,  hark,  harp, 
hiding,  horse,  behalf,  hence,  abhor,  whip,  Avheat,  white. 


VAEIABLE   SIGNS  79 

221.    In  connection  with  Wem  and  Wen,  aspiration  is  best 
indicated  by  employing  a  tick,  written  thus  :  — 


Whine,  whim,  whence. 

222.  This  sign  may  also  be  found  convenient  in  connection 
with  strokes  and  semicircles  ;  as,  — 


Nehemiah,  Tahiti,  huge  ;  whip,  wheat,  whet,  whizzing, 
whistle,  whisky,  whist,  Whitney. 

223.  Wei  and  Wer  are  best  aspirated  by  making  their  hooks 
heavy  ;  thus  :  — 


Wheel,  whirl,  whale,  Wheeler,  whaler. 

224.  It  should  be  noticed  that  the  sound  of  fi  preceo.es  w  in 
such  words  as  when.     This  will  be  clearly  noted  by  pronounc- 
ing the  word  wen,  and  slowly  pronouncing  when;  which  will 
illustrate  the   aspirate  nature  of  the  sound.     Being  a  light,  or 
breathing,  sound,    its  omission   (except  when   the  stroke    is 
required  as  denoted  above)  interferes  little  with  legibility,  so 
that  in  advanced  work  it  is  largely  omitted. 

225.  WOPD-SIGNS. 

1  we,  with  „    1  we  are,  with  our 

2  were  </    2  where,  work-ed 

3  aware 
1  what  i  we  mav   with          Wjth 

'    2  would  e->  my,  warm-ed 

1  ye,  year-s  2  with  him 

2  yet  1  when,  we  know,  with  no, 

*— •*          we  knew 

2  one,  were  no,  were  any 

<-*•    1  we  may  be 

1  while,  we  will  i 

2  well   (in   phrasing,  fro- c 

quently  Lay)  <—   1  we  give,  we  go 


80  VARIABLE    SIGNS 

226.  In  phrasing,  the  Way-Look  is  employed  on  the  strokes 
Wei,  Wer,  Wem,  and  Wen,  and  invariably  written  in  the  first 
position,  for  we;  as, —  < —  c. ^— x 


We  come,  we  give,  we  make. 

227.  Brief- Way  is  frequently  used  finally  for  way  or  away, 
especially  where  the  joining  of  Way  would  be  difficult ;  as, — 


Regular  way,  in  this  way,  pathway,  give  away,  make 
away  with. 

228.  Brief-Yay  may  be  written  on  the  convex  side  of  curves 
for  you;  as,- 


You  have,  you  think,  you  say,  you  shall. 

229.  Brief-Yay  may  also  be  joined   on    straight  strokes; 
thus:-  _A_._^  ____  ^.- 

You  be,  you  had,  you  take. 

230.  Yeh  is  many  times  employed  for  you  or  year-s  when 
Yuh  can  not  be  used  ;  as,  — 


In  you,  knows  you,  convince  you,  this  year,  these  years, 
some  years  ago,  several  years  ago. 

231.  Enlarging  a  Brief-  Way  word-sign  adds  another  Briefr 
Way  word-sign  ;  thus  :  — 

1  we  were,  we  would,  with          1  what  we,  what  would 
what  -^  2  would  we 


232.  Enlarging  a  Brief-  Way  word-sign,  and  inclining  it  in  the 
direction  of  Ray  or  Chay,  adds  you  ;  thus  :  — 

,      1  with  you  /~\  1  what  you 

*S-  2  were  you  '2  would  you 

233.  Enlarging    a   Brief-Yay   word-sign    generally   adds   a 
Brief-  Way  word-sign  ;  thus  :  — 

ii     1  ye  were,  ye  would  ^   1  beyond  what 

2  yet  you,  yet  ye  '  2  you  were,  you  would 


SENTENCE   PKACTICE 
SENTENCE  PRACTICE. 


81 


NjV^Vj        I       S"  /  'I  / 


234.    We  will  help  them  as  much  as  possible.     We  will  take 
the  language  you  have  suggested.     His  illness  was  long  con- 
tinued.    They  were  willing  to  come  and  see  them.     It  was  the 
royal  party.     They  passed  along  the  way.     His  mail  should  be 
6 


83  SENTENCE  PRACTICE 

given  to  him  when  he  comes.  I  hope  you  will  be  regular  in 
your  work.  I  hope  you  will  receive  them  all  right.  I  think  you 
will  be  satisfied  with  your  familiarity  with  the  subject.  It  is 
highly  important  for  them  to  continue  the  work  in  this  way 
if  they  wish  to  succeed.  This  is  something  which  has  come 
up  in  an  irregular  way,  and  it  seems  to  me  the  disadvantage 
will  be  beyond  anything  now  possible.  We  hope  you  will  take 
time  to  go  with  us.  We  were  with  them  at  the  time  they  were 
in  the  city.  While  we  are  expecting  to  be  with  you  at  the  time 
you  have  given,  yet  it  may  be  we  shall  have  to  be  excused  in 
coming.  We  have  come  with  your  party.  Where  do  you  think 
he  is  taking  them?  I  hope  you  had  no  disadvantage  in  the 
thing.  We  thank  you  for  your  suggestion.  We  are  aware  of 
the  possibility  of  seeing  them  when  we  come  to  the  city.  This 
year  will  be  an  important  one  with  our  work,  and  we  hope 
you  may  be  satisfied  with  the  way  it  is  continued.  They  were 
looking  into  the  business  several  years  ago,  with  the  idea  of 
buying  it.  We  should  be  at  work  in  the  way  you  have  sug- 
gested, if  we  expect  to  be  where  we  ought  at  the  time  you 
state.  What  do  you  think  of  my  going  to-morrow?  We  hope 
you  will  be  with  us  at  the  time  we  have  suggested.  We  have 
worked  on  the  subject  for  a  long  time,  and  while  we  would 
be  highly  satisfied  to  see  them  succeed,  it  must  be  because  of 
earnest,  regular  work.  We  shall  go  with  you  when  we  are 
aware  of  the  possibility  of  your  going.  If  you  would  take  time 
to  give  the  subject  study,  you  would  be  satisfied  with  your 
work.  We  hope  you  will  be  here  when  they  come.  Why  do 
you  desire  them  here?  Each  day  they  were  giving  away  many 
things  of  worth.  Where  do  you  think  they  will  be?  Where 
shall  we  go?  Were  they  well  when  you  saw  them?  How 
soon  do  you  think  you  will  go?  How  many  days  will  you 
have  to  stay  here?  We  should  be  regular  in  studying.  Some- 
thing should  be  here  soon.  I  should  think  you  would  have 
some  advantage  in  your  work  with  your  knowledge  of  the 
subject.  When  we  were  there,  we  were  satisfied  they  were 
doing  the  best  thing  possible  to  do.  Just  now  it  seems  impos- 
sible for  me  to  give  you  the  help  I  should  like  to  give.  For 
this  reason  it  seems  possible  to  have  the  parties  here  by  the 
time  you  have  suggested.  I  think  you  should  be  with  us  by 
the  time  you  name.  (500) 


REVIEW  83 

QUESTIONS  ON  LESSON  5. 

1.  State  the  general  rule  regarding  the  use  of  Lay. 

2.  The  general  rule  regarding  the  use  of  El. 

3.  For  what  purposes  are  exceptions  made  to  these  general 
rules? 

4.  What  is  the  general  rule  regarding  the  use  of  Ar? 

5.  Of  Ray  ? 

6.  Why  are  exceptions  made  ? 

7.  In  what  direction  is  the  stroke  for  sh  generally  written  ? 

8.  Name  the  different  ways  of  indicating  the  sound  of  w. 

9.  Specify  the  various  ways  of  indicating  the  sound  of  y. 

10.  State  the  various  modes  of  indicating  the  aspirate  sound 
of  h. 

11.  Does  its  omission  in  advanced  work  impair  legibility  ? 

12.  Why  not? 

13.  What  hook  is  used  initially  for  we? 

14.  In  what  position  is  the  outline  invariably  written  ? 

15.  What  words  are  frequently  added  by  Brief- Way  ? 

16.  By  Brief-Yay  ? 

REVIEW  EXERCISE  5. 

Refusal,  immensely,  nicely,  vastly,  earnestly,  musical. 

Write  the  following  in  phrases  : — 

While  we  are,  we  will  be,  we  will  do,  we  will  think,  we 
may  give,  we  are  doing,  we  are  giving,  we  are  thinking,  we 
are  working,  you  will  be,  you  will  do,  you  may  be,  you  should 
be,  you  are  doing  (Yuh-Ray-Dee-ing-dot),  what  do  you  think, 
we  were  doing,  we  would  be,  work  with  you,  you  were  coming, 
what  you  say. 

This  is  something  which  should  be  given  much  study  if  you 
desire  to  succeed.  It  is  important  for  us  to  have  some  help  in 
this  work.  I  know  what  you  say  will  be  for  his  advantage. 
You  shall  have  my  influence  in  the  work  you  are  doing.  This 
is  a  hasty  move,  it  seems  to  me.  You  should  quietly  engage  in 
the  work  which  you  have  to  take  up.  They  awoke  early,  and 
were  ready  to  go  away  by  the  time  set  His  quota  should  be 
disposed  of  soon.  He  is  going  now,  and  wishes  to  say  farewell 
to  us. 


LESSON  6 

INITIAL  HOOKS. 
The  El-Hook. 

235.  A    small   initial   hook  on   certain    consonant-strokes 
indicates  the  sound  of  I  following  such  stroke  ;  thus  :  — 

SIGN:  <         \  f         f-        "//"«-«- 

SOUND:  PI        bl          tl        dl        chl        jl        kl         gl 

NAME:  Pel      Bel      Tel      Del      Chel      Jel      Kel      Gel 

SIGN:  ^          ^         C          (  ^^        J/ •     C 

SOUND:  H          vl         thl          dhl          shl          /.hi         yl 

Fel      Vel      Thel      Dhel       Shel       Zhel      Yel 


Plea,  blow,  able,  addle,  idle,  huddle,  claw,  glow,  eagle, 
flaw,  flea,  flow,  flew,  fly,  evil,  Ethel,  they  will,  apple,  hatchel, 
clay,  yellow,  yell,  pupil,  employ,  imply,  humble,  paddle, 
peddle,  model,  liable,  local,  likely,  weekly,  baffle,  bevel, 
Buffalo,  tackle,  pickle,  deeply,  claim,  glimpse,  gleams, 
deathly,  total,  title,  Bible,  table,  regal,  chapel,  level,  payable, 
oracle,  allowable,  please,  pleases,  place,  places,  plaster,  blister, 
cloister,  clip,  flame,  fling,  feeble,  fable,  Bethlehem,  battle, 
block,  shackle,  shekel,  reasonable,  reply,  removal,  quickly, 
unable,  enable,  fleshly,  flash,  citadel,  speechless. 

236.  Instead  of  the  sign  Yel,  given  above,  Yuh-Lay  is  more 
convenient,  and  is  employed,  for  the  sounds  of  y  and  I.  Yel 
is  used  later  when  made  half-length. 

84 


THE  EL-HOOK  85 

237.  It  is  sometimes  necessary  to  make  the  hooks  rather 
imperfectly,  by  offsetting  on  the  preceding  stroke,  as  shown 
in  some  of  the  examples. 

238.  Shel  and  Zhel  are  always  written  upward,  and  are  gen- 
erally joined  to  a  preceding  stroke  ;  when  necessary,  however, 
these  signs  may  be  Written  alone,  making  the  strokes  quite 
slanting,    that  they  may   not    conflict  with  the   same  stems 
having  final  hooks  (to  be  explained  later). 


Bushel,    initial,    rashly,    official,    Ashley,    harshly,  social. 

239.  Ambrosial,  mesial,  rosial,  visual,  are  about  the  only 
words  having  the  sound  of  zhel.      These  words  may  be  written 
with  Zhel,  Shel,  or  Iss-Lay,  as  preferred.     Zhel  is  the  only 
upward  shaded   stroke  in  the  system,   and  its  use  may    be 
avoided  as  suggested. 

240.  It  will  be  remembered  that  the  small  initial  hook  has 
already  been  assigned  for  w  in  connection  with  m,  n,  and  r.   It 
may  be  considered  that  it  is  not  consistent  to  thus  represent 
these  sounds,  while  the  small  initial  hooks   on  all   the   other 
consonants  represent  other  sounds.     While   it   may   not   be 
exactly    logical,    yet  it   is    decidedly  practical;  for   we    are 
seeking    the    briefest  signs    for  the   most   frequent   sounds. 
Shorthand    to  be  practical   must   meet    existing  conditions. 
The  sounds  of  wm,  wn,  and  wr  are  very  frequent;  and  if  the 
objection  be  raised  to  the  use  of  the  small  initial   hook   for 
their  representation,  the  query  may  be,   How  shall  they  be 
written?    Only  a  short  trial  will  suffice  to  show  any  one  that 
the  semicircle  can  not  well  be  joined  to  these  strokes  without 
being  made  into  a  hook;  hence,  since  wm,  wn,  and  wr  occur 
frequently,  the  better  plan  is  to  indicate  them  by  the  use  of 
the  small  initial  hook,  and  ml,  nl,  and  rl  by  the  large  initial 
hook. 

241.  The  sound  of  wl  is  secured  by  using  a  small  initial 
hook;  its  corresponding  sign  with  a  large  initial  hook  would  be 
of  no  advantage,  inasmuch  as  the  stroke  Ar  can  be  written 
more  quickly  than  the  hook,  and  is   more  legible,  and  more 
easily  phrased. 

242.  Hence  a  large   initial  hook  on  the  following  strokes 
indicates  the  sound  of  1  following  such  stroke  :  — 


Camel,  kennel,  quarrel,  rural,  rarely,  mainly,  meanly,  only, 
annals,  analyze,  analysis,  namely,  heavenly,  vainly,  openly, 
panel,  signal,  thinly,  relax,  tunnel,  floral,  final,  unlike,  unlock, 
enamel,  animal,  relapse,  spiral,  plural,  thoroughly,  flannel, 
relieve. 

243.  The  El-hook  is  enlarged  to  add  the  sound  of  r,  as 
follows:  — 

SIGN:        ' 


<; 


SOUND: 
NAME: 

SIGN: 

SOUND: 

NAME: 


r    r 

blr       tl  r        dlr 
Bier    Tier     Dler 

c       c 

vlr  thlr 

Verl        Thler 


r 

chlr 
Chler 

C 

dhlr 
Dhler 


jlr 
Jler 


kit 

KIcr 


glr 
Gler 


zhlr 
Zhler 


plr, 
Pier 

Q. 

flr 
Fler 


Settler,  idler,  addler,  clear,  glare,  floor,  flare,  levekv, 
baffler,  tumbler,  rambler,  muffler,  nobler,  fiddler,  smuggW, 
clergy. 

244.  The  three  strokes  having  the  large  initial  El-hook  car 
not  be  further  enlarged  without  consuming  more  time  than 
would  be  required  to  make  another  stroke;  hence  the  sound 
of  r  following  these  strokes  is  written  thus:  — 


245.  Of  the  three  initial  modifications, —  Iss,  Ses,  and  Steh, 
—  the  only  one  that  can  precede  the  El-hook  signs,  both  small 
and  large,  is  Iss;  thus:  — 


THE   EL-HOOK  87 


Disciple,  sable,  settle,  satchel,  civil,  settler,  saddler,  safely, 
gospel,  rascal,  Haskell,  feasible,  peaceful,  taxable,  plausible, 
sickly,  sickle,  bicycle,  cycle,  sagely,  saddle,  display,  classical, 
noticeable,  physical,  disclose. 

246.  It  is  impossible  to  employ  Steh  initially  in  connection 
with  the  El-hooks;  hence  the  El-hook  must  be  used  on  the 
second  stroke  in  such  words  as  — 


Steeple,  stable,  stifle,  staple,  stubble,  suitable. 

247.  It   is  likewise   impossible  to  use  Ses  in  connection 
with  El-  and  Lev-hooks,  except  in  Rel;  as,  necessarily^" 
cesural   Of 

248.  In,  en,  or  un,  and  sometimes  an  and  on  (either  as  pre- 
fixes or  separate  words)  because  of  frequent  use,  and  the  im- 
possibility of  representing  them   by  the  stroke  En  preceding 
the  El-hook  written  in  connection  with  the  circle  Iss,  may  be 
expressed  by  a  small   backward  hook,  called  the  In-hook,  or 
shnply  In.    The  hook  is  used  quite  largely  in  phrasing,  as  may 
be  observed  from  examples  given  below:  — 


In  his  place,  uncivil,  unsettle,  in  settling,  in  toleration,  in 
the  school-room,  in  his  flesh,  intolerable,  in  his  failure,  in 
Us  delivery,  encephalic. 

249.  Sometimes  the  En-stroke  is  more  convenient  than  the 
In-  hook;  as,  unsocial     vj_eV 

250.  To  avoid  turning  a  circle  on  the  convex  side  of  En,  the 
In-hook,  representing  in,  en,  un,  sometimes  an  and  on,  is  used 
in  connection  with  the  ten  strokes  named  below,  when  pre- 
ceded by  Iss  or  Ses  (Steh  can  not  be  so  used),  as  follows:  — 


88  THE  EL-HOOK 


Ins-Es,  Ins-Zee,  Ins-Ish,  Ins-Zhay,  Ins-Lay,  Ins-Ar,  Ins- 
Way,  Ins-Em,  Ins-Emp,  Ins-Hay. 


In  his  easy,  in  his  show,  in  his  usual,  in  his  lower,  insular, 
in  his  arm,  in  his  home,  unseemly,  in  his  example,  in  his 
house,  in  his  haste,  in  sympathy,  in  his  sympathy,  in  his  soul, 
in  his  room,  in  summer,  ancillary. 

251.  In  joining  with  the  other  simple-consonants  having  an 
initial  circle,  the  stroke  En  will  be  found  more  convenient. 

Vocalization  and  Reading  of  the  Pel  Signs. 

252.  (a)  The  In-hook,  when  used,  is  read  first. 

(6)  Iss  prefixed  to  any  stroke  with  an  El-hook  is  read  before 
any  vowel  or  consonant  in  the  word. 

(c)  A  vowel  to  the  left  of  an  inclined  stroke,  or  above  a 
horizontal  stroke,  is  read  before  the  stroke. 

(d)  The  stroke  is  read  next  following  the  vowel,  immedi- 
ately followed  by  the  sound  indicated  by  the  hook;  next,  the 
vowel,  when  to  the  right  of  the  inclined  strokes,  or  below  the 
horizontal  strokes,  followed  by  the  modifications  made  at  the 
end  of  the  stroke;  as,  in  supplies      ^ 

253.  Provision  is"  made  for  writing  vowel  sounds  between 
the  sounds  indicated  by  the  stroke  and  the  hook  — 

(a)  By  changing  dot  vowel-signs  to  small  circles,  and,  if 
long,  writing  them    before   the  stroke  when  convenient;   if 
short,  writing  them  after  the  stroke  when  convenient. 

(b)  By  writing  dash  vowel-signs  and  the  angles  and  semi- 
circles through  the  stroke;  or,  for  first  and  third  place,  if  more 
convenient,  preceding  or  following  the  stroke. 


EL-HOOK  WORD-SIGNS 


89 


Miller,  in  all  our,  ruler,  ocular,  color,  unreal,  manual, 
annual,  annually,  college,  shale,  shell,  shelter,  feeler,  filler, 
coal,  railroad,  malaria,  manlier,  released,  vale,  avail,  shilling, 
ca'nal,  realm. 

Vocalization  of  the  El-Hook  Enlarged. 

254.  A  vowel  written  before  a  stroke  having  an  El-hook 
enlarged  to  add  the  sound  of  r  is  read  before  such  stroke;  if 
written  after  such  sign,  the  vowel  is  read  between  the  I  and 
the  r ;  thus  :  — 


Clear,  color,  secular,  ocular,  fuller.    (See  par.  278. ) 
255.  It  will  be  noticed  that  first-place  vowels  preceding  the 
stroke  are  written  outside  the  enlarged  hook. 


256. 

1  comply 

2  people-d 

3  apply 

2  supply 


EL-HOOK    WORD-SIGNS. 

/>   2  angel 

3  evangel-ic-al 


/     3  evangelize 


m     1  explicit-ness 
\    2  supplies 

O1    2  explore  d-ation 

1  by  all,  belong-ed 
S,    2  able-y,  believe-d 

^    2  abler 

<&     1  sublime-ity 

p    2  it  will,  till,  tell 
I     3  until,  at  all 

|°   2  tolerate-d-ibn 

p    1  idle-y-ness 
'     2  deliver-ed-y 

1  each  will 

f  2  which  will,  children 
3  much  will 

/     3  bachelor 


C_ 


1  call,  equal-ly 

2  difficult-y 

3  calculate-d-ion-or 

3  conclusive-ness 

1  skill 

2  scale 

3  school 

2  exclusive-ness 

3  seclusive 

1  clear-ed-ly-ness 

2  clerk,  color-ed 

1  scholar 

2  secular 

2  glory-ied,  glorify-ied 

2  glorious 

1  singular-ly-ity 

1  feel,  fall,  fill,  follow-ing 

2  f  ull-y,  fail,  fellow,  for  all 

3  fool 


90  EL-HOOK  WORD-SIGNS 

C   I  false  (^  1  realize 

p    1  if  all  are-our,  follower 

^    2  failure,  for  all  are-our,  *  milhon-th 

fuller  <^v  2  promulgate-d-ion 

3  family 
^_   3  value 

,    1  with  all,  withal  c     I  J.",*11 

f    2  they  will,  they  all  "  8  annual-lv 

3  thou  will  (or  wilt) 

1  real-ly-ity  1  unless 

CX  2  relate-d-ion,  relative-ly        ^  2  only  h-as  (or  h-is), 
3  rule-d  no  less 

257.     The  El-hook  is  frequently  used  to  add  all  and  will; 
thus :  —  c  n     n 


By  all,  to  all,  shall  all,  for  all,  it  will,  they  will,  all  will. 

A  complete  exposition  of  this  principle  is  shown  in  the 
advanced  course. 

258.    El-Hook  Contractions. 


\  accomplish-ed  -^     valuable 

^^  influential  ^     calculabl 

--^•_-_applicable-ility  P       tolerable 


SENTENCE  PRACTICE. 


/^        "^1 

r- 

/ 


SENTENCE   PRACTICE 

A       f  V    f          V\  W      y/    I  7 

ivl vj _y_\  __k/7_<OCi. -^A-  - 


91 


6:^^_r>- 


259.  We  should  be  pleased  to  comply  with  your  request. 
The  people  will  never  tolerate  them.  You  should  apply  to  us 
in  time  for  us  to  assist  you.  The  exploration  of  the  country  was 
an  important  affair.  It  belongs  to  us.  I  believe  they  will  in 
time  evangelize  the  country.  It  seems  to  me  it  will  be  impos- 
sible for  you  to  go  wrong.  Time  passed  in  idleness  is  forever 
lost.  He  was  successful  in  his  delivery.  Which  will  you 


92  SENTENCE  PRACTICE 

have?  Each  will  take  charge  of  his  own  business.  Much  will 
be  expected  of  you.  It  was  a  call  for  service,  the  importance  of 
which  he  realized.  The  difficulty  now  seems  to  be  only  small, 
yet  at  the  time  it  was  singularly  large.  We  feel  sorry  to  have 
you  do  so  much  for  us.  I  wish  to  write  you  on  the  subject  rela- 
tive to  which  I  spoke  to  you  when  I  saw  you.  His  children 
are  coming  to  see  him.  I  hope  you  will  have  some  scholars. 
If  ycuare  ready,  we  shall  be  able  to  go  soon.  His  failure  is 
singular.  We  realize  the  impossibility  of  giving  them  all  they 
desire.  I  will  call  to  see  him  as  soon  as  possible,  although  I  may 
be  unable  to  do  so  at  the  time  he  requested.  I  hope  it 
will  be  possible  for  you  to  help  them  in  this  work.  It  seems 
to  me  you  should  be  able,  with  the  advantages  you  have 
here  to  supply  them  with  many  nice  cop'es  annually.  I 
do  believe  they  will  accomplish  something  of  value.  They 
were  influential  people,  and  assisted  in  an  able  way.  This 
was  fully  realized  when  the  failure  became  obvious.  It  was 
difficult  to  be  delivered  where  you  said.  It  was  calculated  to 
.assist  them.  Unless  you  are  ready,  we  shall  feel  it  necessary 
to  wait  until  you  write  us  when  you  will  go.  I  believe  he  is 
fully  equal  to  the  task.  We  believe  in  time  it  will  come  to 
be  fully  realized.  I  am  enclosing  bills  which  I  hope  will 
enable  you  to  comply  with  the  request.  Please  write  me 
what  you  will  be  able  to  do  with  the  business  of  which  I  spoke 
to  you  when  you  were  here.  These  will  be  given  to  all  as  far 
as  possible.  The  following  valuable  supplies  are  to  be  given 
away  soon.  I  was  here  a  few  days  ago;  but,  as  we  had  so 
many  things  to  occupy  our  time,  it  was  impossible  to  call  on 
him.  These  people  should  be  able,  it  seems  to  us,  to  do  some- 
thing for  us.  I  believe  they  will  supply  you  with  all 
you  desire.  He  should  be  thoroughly  able  to  give  them 
all  the  help  they  wish  to  make  a  success  of  this  thing, 
for  which  thus  far  much  time  is  being  given.  I  know  it  will 
never  be  accomplished  unless  you  urge  on  them  the  importance 
of  going  ahead  in  an  able  way.  It  was  one  of  the  most  diffi- 
cult things  for  us  to  manage.  We  hope  you  will  be  able  to 
decide  to  go  with  us.  I  write  to  request  you  to  go  with  me 
at  the  earliest  time  possible.  We  fully  expected  to  receive 
the  supplies.  We  think  it  is  enough  for  all.  We. feel  pleased 
with  the  total  receipts  up  to  this  time.  Until  you  write  us, 
we  realize  we  will  be  unable  to  comply  with  the  request.  I 


SENTENCE   PRACTICE  83 

enclose  a  copy  of  the  work  to  which  I  refer.  The  railway 
time-tables  in  the  official  guide  give  the  time  explicitly.  We 
were  able  quickly  to  make  a  safe  removal.  We  have  looked 
into  the  affairs  of  the  company,  and  believe  it  is  all  right. 
While  I  believe  he  is  desirous  of  doing  right,  yet  it  seems  so 
difficult  for  him  to  come  to  the  place  where  he  really  should. 
This  is  calculated  to  give  one  skill,  and  to  be  of  much  value. 
I  hope  the  supplies  will  reach  us  in  time.  We  wish  to  close 
the  work  as  soon  as  possible,  but  will  be  unable  to  do  so  until 
the  final  calculation  is  effected.  (682) 


The  Plan  of  Following  Lessons. 

It  may  not  be  out  of  place  to  say  that  the  selection  of 
words  to  illustrate  principles  is  confined  strictly  to  those  that 
are  not  subsequently  abbreviated;  that  is,  no  outline  is  given 
at  any  time  for  which  a  different  form  will  be  substituted.  The 
sentence  practice  is  mainly  upon  the  word-signs.  Thus  there 
are  purposely  unemployed  many  hundreds  of  useful  contrac- 
tions and  abbreviating  principles,  to  be  grouped  and  fully 
illustrated  later.  However,  there  may  be  a  few  of  the  more 
frequent  contractions  incorporated  in  the  sentence  practice  in 
later  exercises,  although  the  principle  may  not  have  been  pre- 
viously stated;  yet  the  principle  involved  in  forming  such  con- 
tractions will  be  apparent,  and  they  will  be  more  readily 
learned  in  the  relation  in  which  they  occur  than  in  any  other 
way.  The  representation  of  many  of  the  vowel  sounds  that 
are  obscure  or  unnecessary  will  also  be  omitted  in  some  of  the 
later  exercises. 


94  REVIEW 

QUESTIONS  ON  LESSON  6. 

1.  Name  the  fifteen  consonant  stems  having  a  small  initial 
hook  for  1. 

2.  In  what  direction  are  Shel  and  Zhc.1  always  written  ? 

3.  How  is  the  use  of   the   upward   shaded   stroke  for  zhl 
avoided  ? 

4.  On  what  three  strokes  is  the  El-hook  made  large  ? 

5.  Why  is  it  necessary  to  employ  a  large   hook   on    these 
strokes  ? 

6.  For  what  purpose  is  the  small  initial  hook  used  on  these 
three  strokes  ? 

7.  Name  the  fourteen  strokes  on  which  the  El-lvook  is  en- 
larged to  add  the  sound  of  r  to  the  sound  denoted  by  the  small 
hooks  ? 

8.  Are  the  three  large  El-hooks  further  enlarged  ? 

9.  Why  not  ? 

10.  Can  the  circle  I?s  precede  the  small,  the  three  large,  and 
the  enlarged  El  hooks  ? 

11.  In  what  manner  is  it  indicated  ? 

12.  Can  Ses  and  Steh  be  so  used  ? 

13.  Why  not? 

14.  Name  one  exception. 

15.  For  what  purpose  is  a  small  backward  hook  employed  in 
connection  with  the  El-hook  signs  having  a  preceding  Iss  ? 

16.  Is  this  hook  used  on  any  of  the  simple  strokes  preceded 
by  Iss  or  Ses  ? 

17.  Name  the  strokes  where  its  use  is  convenient. 

18.  Why  is  it  not  used  on  all  the  simple  consonants  preceded 
by  Iss  or  Ses  ? 

19.  State  the  order  of  reading  consonant  and  vowel  sounds 
in  connection  with  the  El-hook  signs. 

20.  How  is  provision  made  for  writing  vowel  sounds  between 
the  stem  and  the  small  hook  ? 

21.  How  is  a  vowel  sound  indicated  when  it  occurs  between 
the.  sound  denoted  by  the  small  hook  and  that  represented  by 
the  enlarged  hook  ? 


KEVIEW  95 

REVIEW  EXERCISE  6. 

Write  the  following  in  phrases  : — 

They  believe,  it  will  be,  it  is  difficult,  as  follows,  unless 
there  is,  it  is  only,  this  relates,  each  will  be,  your  failure,  for 
all,  she  will,  all  will,  it  belongs,  this  people. 

This  seems  to  be  suitable  for  this  people.  The  difficulty  is 
noticeable,  and  yet  no  plausible  excuse  is  given.  We  believe 
it  will  be  reasonably  safe.  His  removal  was  quickly  accom- 
plished. He  occupies  an  influential  relation  in  the  affairs  of 
the  country.  We  shall  be  able  to  assist  you  as  we  desire.  His 
mail  was  delivered  to  him  weekly.  He  was  deeply  and  thor- 
oughly convinced  of  the  justice  of  the  claim  which  they  fully 
disclosedjjo  him  at  the  time  I  was  with  him.  This  would  seem 
to  imply  some  difficult  work.  He  is  able  to  employ  valuable 
assistance  in  his  work.  His  reply  was  given  at  a  time  when  it 
was  difficult  for  us  to  do  for  him  anything  of  value. 


Get  Ready  for  the  Place  Above  You. 

The  greatest  requisite  for  advancement  is  to  be  fitted  for 
the  pla^e  above  you.  Many  a  young  man  has  failed  of  promo- 
tion because  he  was  not  fitted  for  the  opening  when  it  came; 
and  had  not  tried  to  see  how  much  good  he  could  do  for  his 
employer,  but  how  little. 


Will  thorough  preparation  pay?  The  business  world  may 
be  said  to  be  well  supplied  with  persons  capable  of  occupying 
only  positions  of  mediocrity  in  the  shorthand  profession.  In 
all  occupations,  the  lower  rounds  of  the  ladder  of  success  are 
well  occupied  ;  but  there  is  always  room  at  the  top,  and  there 
always  will  be  in  the  shorthand  profession,  in  which  so  many 
lines  of  preparation  converge. 


Repetition  is  one  secret  of  success.  The  reason  why  so 
many  fail,  in  various  lines,  is  that  they  do  not  repeat  their 
efforts  often  enough  and  long  enough  to  bring  about  the  de- 
sired results. 


LESSON  7 

INITIAL  HOOKS  — Continued. 
The  Ar-Hook. 

260.  A  small  initial  hook  on  certain  strokes  indicates  the 
sound  of  r  following  such  stroke,  as  follows  :  — 


SIGN: 

<\ 

A 

1 

1 

/       ^ 

c—              f— 

SOUND: 

pr 

br 

tr 

dr 

chr        jr 

kr         gr 

NAME: 

Per 

Bcr 

Ter 

Der 

Cher       Jer 

Ker       Gei 

SIGN: 

°i 

°> 

*) 

-) 

2 

^ 

SOUND: 

fr 

vr 

thr 

dhr 

shr 

zhr 

NAME: 

Fer 

Ver 

Thcr 
1'JL.c? 

Dhe 

r- 

r      Sher 

Zher 

Pray,  pry,  hopper,  prow,  brow,  tries,  outer,  dry,  dray, 
drew,  acre,  craze,  crazy,  crew,  eager,  gray,  offer,  free,  ether, 
author,  throw,  threw,  shrew,  azure,  copper,  caper,  bakec, 
neighbor,  teacher,  tutor,  editor,  mover,  gather,  fever,  erasure, 
rasure,  overhead,  paper,  labor,  phrase,  mystery,  true,  trust, 
price,  progress,  address,  offspring,  travel,  prior,  prairie, 
Armstrong,  armistice,  program,  promise,  powder,  trip,  frame, 
troubles,  preacher,  progressive,  proxy,  trophies,  sepulcher, 
increased,  entry,  prosperous,  briefly,  bravely,  fresh,  thrash, 
trash,  proprietor,  crucial,  crucify,  triumphal,  treatise,  strata, 
personal,  crucible,  traceable,  sugar,  shiver. 


THE  AR-HOOK  97 

261.  It  is  unneccessary  for  Es,  Zee,  Ar,  and  Way  to  have 
a  hook,  for  I,  inasmuch    as  brief  signs  have   already  been 
provided  for  these  sounds;  hence  initial  hooks  on   these  signs 
may  be  used  for  r,   reading  them  respectively,  Ther,    Dher, 
Fer,  and  Ver.     While  th,is  is  a  change  in  the  names  of  the 
stems,  and  in  that  respect  may  be  said  to  be  inconsistent,  yet 
it  is  consistent  when  one   considers  the   entire  list  of  con- 
sonants   having    El-   and    Ar-hooks,    as  illustrated    in   para- 
graph "203. 

262.  A  small  initial  hook  represents  r  following  Em  and 
En  when  these  strokes  are  shaded;  thus  :  — 

SIGN:  c^.  s^s 

SOUND:  mr  nr 

NAME:  Mer  Ner 


Hammer,  inner,  honor,  prisoner,  banner,  plumber,  armor, 
rumor,  designer,  dishonor,  sinner,  miner,  banners;  camper, 
singer. 

233.  It  will  be  observed  that  the  Ar-hook  signs  are  made 
by  simply  turning  over  sidewise  the  corresponding  El-hook 
signs,  except  Shel  and  Zhel,  which  are  reversed   endwise,  as 
indicated  in  the  following  table  :  — 
SIMPLE- 

CONSONANT:  \  \   I   I  /  /  --  LL  ((  )  )  ^  ^ 

EL-HOOK:  \    \    f    f  /V   c_  c_  <L<L  (C 

'\\1177    c-  c—  ^ 
AU-HOOK:  •>    N  '    '  '  ' 

264.  It  is  necessary  that  Mer  and  Ner  be  shaded  to    dis- 
tinguish from  Wem  and  Wen. 

265.  The  only  initial  modifications  of  Emp  is  Iss,  Steh,  Ses, 
and  Ins-Emp.     It  never  has  an  initial  hook  of  any  kind. 

266.  The  Ar-hook  is  enlarged  to  add  the  sound  of  1,  the 
names  of  such  signs  being  secured  by  adding  1,  and  mak- 
ing a  slight  change  in  the  names  of  the  signs  having  the  small 
hooks;  as,  Prel,  Trel,  Krel,  Frel,  Merl,  Nerl,  etc. 


T  a-  i'  i  (T  ?  t  .,  '.1 


'  i  (T  ?  t  .,  ' 

C  *T      sV 

V  t. 


April,  liberal,  illiberal,  trial,  trail,  drill,  traveler,  trifler, 
shrill,  editorial,  pastoral,  sideral,  mackeral,  enthrall,  corporal, 
thrill. 


98 


THE   AR-HOOK 


267.  Iss,  Ses,  and  Steh  may  be  prefixed  to  the  eight  straight 
strokes  having  Ar-hooks  as  follows  :  — 


SIGN: 

\ 

\ 

1 

1 

SOUND  : 

spr 

sbr 

str 

sdr 

NAME  : 

Sper 

Iss-Ber 

Ster           Iss-Der 

SIGN: 

'  ; 

; 

<*— 

o— 

SOUND  : 

schr 

sjr 

skr 

sgr 

NAME  : 

Iss-Cher 

Iss-Jer 

Sker 

Iss-Ger 

SIGN: 

<\ 

\ 

f 

(1 

SOUND  : 

stpr 

stbr 

sttr 

stdr 

NAME: 

Steh-Per 

9teh-Ber 

Steh-Ter 

Steh-Der 

SIGN  : 

/ 

/ 

cr- 

er— 

SOUND  : 

stchr 

stjr 

stkr 

stgr 

NAME  : 

Steh-Cher 

Steh-Jer 

Steh-Ker 

Steh-Ger 

SIGN  : 

<\ 

°s 

q 

Cl 

SOUND  : 

sspr 

ssbr 

sstr 

ssdr 

NAME: 

Ses-Per 

Ses-Ber 

Ses-Ter 

Ses-Der 

SIGN  : 

C3 

1 

CT— 

0— 

SOUND  : 

sschr 

ssjr 

sskr 

ssgr 

NAME  : 

Ses-Cher 

Ses-Jer 
1--O  '  . 

-V  

Ses-Ker 

Ses-Ger 
t-  1^  l.   j-  V 

..jUd.  x 

Spray,  sober,  stray,  stroll,  stroke,  stroker,  stream,  strong, 
straw,  stupor,  stagger,  stacker,  stitcher,  stager,  stouter, 
striker,  streamer,  strainer,  disaster,  prosper,  destroy,  disagree, 
descry,  suitor,  seceder,  supersede. 

268.  Since  the  circle  Iss  on  the  straight  strokes  is  written 
on  the  side  opposite  that  selected  for  the  Ar-hook,  there  is 
not  the  necessity  for  writing  the  In-hook  within  the  initial 
Ar-hook,  as  in  the  case  of  the  El-hook;  hence  the  In-hook, 
representing  in,  en,  and  un,  is  written  thus : — 


SIGN  :        °\ 
SOUND :       nspr 
NAME  :    Ins-Per 


nsbr 
Ins-Ber 


T 

nstr 
Ins-Ter 


nsdr 
Ins-Der 


THE  AR-HOOK  99 

SIGN:  f  f  a—  9— 

SOUND  :      nschr  nsjr  nskr  nsgr 

NAME:    Ins-Cher  Ins-Jer  Ins-Ker  Ins-Gter 

269.  In  phrasing,  the  In-hook  may  sometimes  precede  Ses; 
Steh  can  not  be  used. 


Ensober,  in  considering,  in  his  chair,  in  his  danger,  in 
his  care,  insecure,  unscrew,  in  his  degree,  in  the  sick  room, 
inscriber,  in  his  truth,  in  his  extreme,  in  his  supreme. 

270.  Of  the  three  modifications,  Iss,  Ses,  and  Steh,  Iss  is 
the  only  one  that  can  be  prefixed  to  all  the  curve  strokes  hav- 
ing Ar-hooks,  the  circle  being  written  within  the  hook,  as  in 
case  of  all  the  strokes  having  El-hooks.  These  signs  are  used 
mostly  in  phrasing. 


Massacre,    besieger,   extra,    pastry,  whisper,  hemisphere, 
passover,  soother,  listener,  customer,  gossamer. 

271.  Iss-Em-Ray  is  more  rapidly  written  than  Iss-Mer,  and 
also  admits  of  being  more  readily  phrased.   Likewise  Ins-Em- 
Ray  is  preferable  to  Ins-Mer. 

272.  The  In-hook  can  be  prefixed  to  curve  strokes  having 
Ar-hooks  containing  the  circle  Iss  (such  strokes  being  used 
mainly  in  phrasing)  by  writing  it  thus  :  — 


In  his  form,  in  his  favor,  in  his     sure,  in  his  pleasure,  in 
his  trial. 

Vocalization  of  the  Per  Signs. 

273.  The  order  of  reading  and  vocalizing  outlines  having 
initial  Ar-hook  modifications  is  as  follows  :  (1)  In-hook;  (2)  Iss 
or  Ses;  (3)  vowel  preceding  the  stroke;  (4)  the  stroke;  (5)  the 
r  or  rl  indicated  by  the  hook;  (0)  the  vowel   or   vowels   fol- 
lowing the  stroke;  (7)  the  final  modifications. 

274.  Dot  vowel-signs  occurring  between  the  sounds  indi- 
cated by  the  stroke  and  the  hook,  are  expressed  by  changing 


100  THE  AR-HOOK 

them  to  small  circles,  and,  if  long,  writing  them  before  the 
stroke;  if  short,  writing  them  after  the  stroke.  In  both  cases, 
however,  the  writing  of  the  vowel-signs  upon  the  side  of  the 
stroke  specified  is  not  followed  when  it  is  inconvenient  thus  to 
write  the  circles. 


Pioneer,  paralyze,  engineer,  car,  darker,  Parker,  Barker, 
germ,  souvenir,  valor,  charm,  spark,  carnal,  Pharisees, 
cherish,  perish. 

275.  Dash  vowel-signs  and-  the  angles  and  semicircles  oc- 
curring between  the  sounds  indicated  by  the  stroke  and  the 
hook  are  written  through  the  stroke;  or,  for  first  and  third- 
place,  if  more  convenient,  preceding  or  following  the  stroke. 

•^  r.  ^\  \  '  >v  ^~  V> 


Insecure,  inspire,  courage,  moral,  immoral,  marl,  gnarl, 
discourage,  Creator,  disturb,  cordial,  require,  primarily,  en- 
courage, clothier,  picture,  course,  nurse,  curriculum,  normal, 
ignore,  corner,  scorner. 

276  It  will  be  in  place  to  state,  with  reference  to  paragraphs 
274,  275,  relating  to  vowels  occurring  between  a  stroke  and 
the  sound  represented  by  an  initial  hook,  that  in  most  cases, 
where  there  is  a  distinct  vowel  sound  in  words  with  only 
two  consonant  sounds,  the  stroke  is  used  to  represent  the 
second  consonant,  rather  than  the  hook.  This  rule  is  not  fol- 
lowed very  closely,  yet  from  its  observance  result  many  clear 
distinctions  simply  by  outline,  as  will  be  noted  in  later  writ- 
ing exercises.  Where  the  vowel  sound  is  obscure,  the  hook  is 
more  frequently  used  to  represent  the  second  consonant. 


Pair,  proceed,  portray,  bore,   broke,   barrack,    tray,  tear, 
dray,  dare,  dairy,  cheer,  cherry,  shore,  usury,  cool,  clay,  coal. 


THE  AR-HOOK  101 

Vocalization  of  the  Ar-Hook  Enlarged. 

277.  A  vowel  written  before  a  stroke  having  an  Ar-hook 
enlarged  to  add  the  sound  of  1,  is  read  before  such  stroke; 
if  written  after  such  sign,  the  vowel  is  read  between  the  r  and 
the  1;  thus:  —  <~p  r\-  'f\  0- 


April,  trial,  trail,  drill,  sideral,  shrill. 


Blair,  abler,  control,  settler,  sabler,  Charles,  jumbler,  im- 
plore, deplore,  cobbler,  flourish,  liberal,  clear,  caller,  collar, 
scholar,  stickler,  pastoral,  tattler,  straggler,  corporal,  pearly, 
soberly,  utterly,  dearly,  eagerly,  freely. 

278.  Here  again,  as  in  the  case  of  the  enlarged  El-hooks, 
greater  advantage  is  obtained  by  reading  the  vowel  sound  oc- 
curring after  the  stroke,  between  the  sound  denoted  by  the 
small  hook  and  that  represented  by  the  enlarging  of  the  hook. 
If  it  is  desired  to  indicate  a  vowel  following  the  sound  denoted 
by  the  enlarged  hook,  the  vowel-sign  may  be  placed  before  the 
next  stroke;  or  if  there  be  no  following  stroke,  the  sound  rep- 
resented by  the  enlarging  of  the  hook,  I,  should  be  indicated 
by  a  stroke:  if  it  is  final,  Lay  is  generally  used;  if  a  vowel 
sound  follows,  Lay  is  invariably  employed. 

279.  It  should  be  observed  that  first-place  vowels  are  writ- 
ten outside  the  enlarged  hook. 

280.  In  lesson  2,  paragraph  86,  it  is  stated  that  the  circle 
Iss  between   two   straight    strokes   in  different   directions   is 
written  on  the  outside  of  the  angle.     The  same  outlines  with 
Ar-hooks  -preceded  by  Iss  must,  therefore,  be  written  in  such 
a  manner  as  will  indicate  the  hook  ;  as  follows  :  — 


SIGN:  \—  J—  J—  °\ 

SOUND:  psk  tsk  chsk  jsp 

NAME  ;       Pees-Kay       Tees-Kay       Chays-Kay      Jays-Pee 


102  AR-HOOK   WORD-SIGNS 

SIGN:      ~\              ^~T             A             f  ~A~ 

SOUND:      ksp            kst             rst             tst  ksk 

NAME  :  Kays-Pee  Kays-Tee  Rays-Tee  Tees-Tee  Kays-Kay 

SIGN  :          ^—                  £ —                 *—  ^ 

SOUND  :        pskr                tskr               chskr  jspr 

NAME  :     Pees-Ker        Tees-Ker       Chays-Ker  Jays-Per 

f,  6\  -— ""^  ^s£\ 

SIGN  :              \                             x"]              <\  —*>— 

SOUND:      kspr           kstr             rstr            tstr  kskr 
NAME  :  Kays-Per  Kays-Ter  Rays-Ter  Tees-Ter  Kays-Ker 


SIGN  : 

\ 

\ 

^ 

SOUND  : 

psp 

stp 

ssp 

NAME  : 

Rees-Pee 

Steh-Pee 

Ses-Pce 

SIGN  : 

\ 

\ 

°\ 

SOUND  : 

pspr 

stpr 

sspr 

NAME  : 

Pees-Per 

Steh-Per 

Ses-Per 

281.     Such  outlines  as  Pees-Ker  are  changed  to  Pees-Kay 
if  used  frequently. 


J-T. J^.Jttf..fc«-./.Jr.5r-S.  "~1 


Prescribe,  proscribe,  subscribe;  disguise,  disgrace,  disgust, 
disgraced,  jasper,  task,  clasp,  extra. 

282.  The  pronoun  I  preceding  words  whose  initial  outline 
is  Per,  Ber,  Ter,  Der,  Cher,  Fer,  Fel,  Vel,  etc.,  is  best  indi- 
cated by  Petoid,  and  not  Tetoid;  as,  — 

I  remember,    \    I  pray,    \     I  try,._      I  offer... 
Note  the  use  of  Tetoid  in  this  same  connection,  under  the 
lesson  on  final  hooks,  paragraph  309. 

AR-HOOK  WORD-SIGNS. 

283. 

1  appear,    proper,    pro-        o.  1  spiritual-ity 

o.  priety  '  2  supreme-acy 

\    2  principal-le 

3  practice,  practical-ly         *  1  express-ive,  spiritualize 

\>  2  surprise 

1  appears  3  suppress 
\    2  principles-als,  pres'ent  .      [ist 

3  practices  1  expressed,  spiritualized- 

\i  2  surprised 

°\    3  practiced  3  suppressed 


AR-HOOK   WORD-SIGNS 


103 


1  preliminary                        0  — 

1  scripture-al,  describe-d 

f\    2  parallel-ed 

3  secure 

3  parliament-ary 
£\  2  superlative-ness 

1  inscribe-d 
3  insecure 

1  liberty,  by  our 
*\    2  member,  remember 

1  degree 

3  number-ed,    brother- 

1 if  our,  form-ed 

hood                                  *") 

2  from,  free 

1  internal 

3  for  our 

]     2  truth,  contract'                 c\ 

3  true,  it  were,  at  our, 

2  from  all 

attract-ed 

1  over 

1  external-ly-ity                    °^ 

2  every,  very 

1      2  extreme,  construct-ed 

3  favor-ed 

3  extract-ed,  as  it  were 

1  converse-ant 

°(     2  instruct-ed                           " 

2  universe-al-ly 

§     2  sister 

3  averse 

s\    1  trial                                        j 

2  through 

1    2  control-led 

3  threw 

1  doc  tor-  ed                              „ 

1  either 

1     2  dear,  direct-ed                      / 

2  there,  they  are,  their 

3  during,  dark 

3  other 

1     2  consider-able-ness     [ness  O 

2  there  will,  they  are  all 

cv     2  in  (or  in-)  considerable- 

1  wisher,  she  were 

1  cheer,  each  are                   } 

2  sure,  assure 

1    2  -which  are,  chair 

3  share 

3  which  were                           r\ 

2  such  are 

2  surely 

/    3  such  were                            ~ 

2  pleasure 

„  2  danger 

3  measure-able-y 

/  3  larger,  jury,  junior 

1  Mr.,  mere,  remark-ed 

2  2  dangers-ous 

2  more,  mercy,  merciful-: 

1  correct-ed-ness-ly 

2  care,  occur 

3  cure,  accuracy 

1  corrects 

2  occurs 

3  curious 


—  1  immoral-ly-ity 
2  moral-ly-ity 

1  near,  nor,  in  our,  north 

2  manner 

3  owner 


O1  1  nearly,  nor  will 

284.     Tbf  Ar-hook  is  frequently  used  to  add  are  or  our; 
thus:  —  *\ 

—  ^  _  _. 


104  SENTENCE  PRACTICE 

By  our,  to  our,  for  our,  how  are,  many  are. 

A  full  illustration  of  this  principle  is  shown  in  the  advanced 
course. 

Ar-ffook  Contractions. 


285. 


*L 


remarkable-y 

transgress 

spiritualism 

spiritualistic 

extremity 

controller 


director 
endanger 
X    inform 
)    reform 
^_  uniform 
lr\    transform 
k     deform 


SENTENCE  PRACTICE. 


Js.1^         ^/'f1 

"!"' 


SENTENCE   PRACTICE 


-*v. 

If 

J 


.__ 

^      r 


286.  It  will  appear  proper  when  you  come  to  consider  the 
principle  fully.  His  practice  was  very  large.  He  has  supreme 
control  of  the  country.  It  should  be  expressed  in  clear  terms. 
Their  principles  were  correct.  His  trial  was  only  a  preli- 
minary hearing.  He  was  a  member  of  the  party.  The  truth 
shall  make  you  free.  We  were  attracted  by  his  manner.  We 
shall  be  happy  if  we  are  able  to  instruct  you  correctly.  We 
were  averse  to  the  measure.  The  larger  number  seem  to 
favor  the  idea.  It  will  be  very  difficult.  It  will  probably  bo 
difficult  to  inform  you  correctly  at  the  time  you  desire.  It 
seems  extremely  proper  to  ask  them  to  do  this  thing.  The 
doctor  said  there  was  no  danger  of  a  relapse.  During  the  time 


106  SENTENCE   PRACTICE 

I  saw  him,  he  was  trying  to  tell  them  of  the  principles.  If  our 
remarks  are  calculated  to  give  the  subject  with  propriety, 
it  will  be  a  pleasure  to  us.  They  will  soon  be  ready  to  go  with 
us  to  your  home.  We  have  had  two  languages  to  study  in  our 
school  this  summer.  Anything  else  you  may  do  for  us  will  be 
highly  satisfactory,  I  assure  you.  We  are  familiar  with  his 
object.  I  trust  you  will  feel  the  importance  of  the  subject. 
Suppress  the  first  desires  of  evil  as  soon  as  they  arise.  I  was 
extremely  sorry  to  see  him  do  as  he  was  doing.  It  is  as  we 
had  directed  them  to  do.  I  promised  to  go  and  see  him  as  soon 
as  possible.  We  shall  give  the  members  who  come  at  this 
time  all  the  advantages  possible.  I  shall  be  surprised  if  he 
comes  by  the  time  we  are  preparing  to  go.  He  does  very  well 
in  proceeding  with  the  work  given  him  to  do.  It  was  in  a 
measure  correct,  yet  there  was  some  degree  of  incorrectness. 
His  remarks  were  calculated  to  impress  one  with  the  impor- 
tance of  the  truths  he  was  uttering.  Mr.  James  Smith  was 
living  here  a  number  of  years  ago.  His  manner  was  well 
calculated  to  cause  one  to  believe  he  was  speaking  the  truth. 
He  will  never  go  with  us,  nor  will  he  accompany  others.  We 
hope  he  will  carry  this  business  on  successfully.  We  were 
informed  with  reference  to  the  progress  he  was  making.  His 
followers  were  free  from  any  feelings  of  justice.  This  was 
given  for  our  study.  His  hopes  were  very  high.  We  think 
his  favor  will  be  of  advantage  to  us.  You  have  several  times 
favored  us  in  this  way.  We  were  there  all  through  the  carry- 
ing out  of  the  program,  and  saw  nothing  else  out  of  the  way. 
They  are  ready  to  go,  either  to  the  place  you  have  suggested, 
or  wherever  it  seems  best.  Do  you  think  there  will  be  any 
difficulty  in  carrying  on  the  work?  He  will  surely  be  here. 
I  am  sure  he  will  be  pleased  with  the  way  the  principle  is 
set  out.  We  were  there  at  the  time.  The  remarks  given  at 
the  trial  were  conclusive.  He  hopes  to  secure  his  liberty  soon. 
In  considering  the  subject,  we  should  remember  what  he  has 
instructed  us  to  do.  It  was  during  the  time  we  saw  him 
when  the  thing  was  finally  closed.  It  was  believed  such  were 
at  liberty  to  do  just  as  they  pleased.  It  was  a  correct  calcula- 
tion. The  place  was  insecure.  He  was  curious  to  know  how 
it  was  to  be  accomplished.  On  him  was  conferred  a  high 
degree  of  honor.  I  wish  to  say  in  reply  to  your  request,  it  will 
be  impossible  to  inform  you  at  the  proper  time.  I  believe  a 


SENTENCE  PRACTICE  107 

large  number  have  signified  a  desire  to  continue  in  this  work, 
and  we  believe  they  are  making  progress.  I  trust  you  will  be 
highly  favored  in  this  work.  As  you  will  notice  in  this  week's 
paper,  considerable  progress  is  being  realized.  I  remember 
very  distinctly  the  pleasure  you  had.  1  am  simply  giving  the 
course  he  was  instructed  to  take.  We  believe  they  will  fully 
acquiesce  in  the  remarks  he  is  making.  This  was  all  ex- 
pressed in  a  very  quiet,  sober  way.  Personally  I  think  there  are 
many  advantages  in  taking  up  the  work  in  this  way.  During 
the  time  to  which  you  refer  we  charged  you  with  the  various 
items  as  they  appear  in  the  bill.  You  will  thus  be  able  to 
make  the  trip  in  a  proper  time.  Such  are  some  of  the  reasons 
why  we  are  deciding  on  this  course.  We  trust  you  will  have 
success  in  your  work,  and  expect  to  hear  soon  with  reference 
to  the  progress  you  make.  We  are  very  sorry  for  the  long 
delay  in  securing  the  business.  There  were  several  very 
sharp  rebukes  from  the  teacher.  He  came  to  see  me  last 
week,  and  we  had  several  very  agreeable  visits.  When  do 
you  think  his  brother  will  come?  It  is  a  parallel  case,  (719) 


QUESTIONS  ON   LESSON  7. 

1.  Name  the  strokes  which  have  a  small  initial  hook  to  indi- 
cate the  sound  of  r. 

2.  What  four  stems  are  changed  when  taking  an  Ar-hook? 

3.  Why? 

4.  The  reversing  of  the  steins  having  the  Ar-hooks  gives 
the  corresponding  sign  for  what  sound? 

5.  Name  two  exceptions. 

6.  Why  are  Em  and  En  shaded  when  taking  a  small  initial 
hook? 

7.  Do  Emp  and  Ing  have  initial  hooks  of  any  kind? 

8.  What  initial  modifications  do  they  have? 

9.  For  what  purpose  is  the  Ar-hook  enlarged  ? 

10.  How  may  Iss,  Ses,  and  Steh  precede  the  straight  strokes 
having  Ar-hooks? 

11.  How  many  such  strokes  are  there  ? 

12.  How  are  the  syllables  in,  en,  and  un  written  in  connec- 
tion with  such  strokes? 

13.  Why  is  it  not  necessary  to  write  the  circle  within  the 
hook  on  the  strokes  in  question  ? 


108  REVIEW 

14.  How  is  Iss  indicated  when  preceding  a  curved  consonant 
stem  having  an  Ar-hook  ? 

15.  What  exceptions  are  there  ? 

16.  State  the  order  of    vocalizing  and    reading  the  signs 
having  Ar-hooks. 

17.  How  is  a  vowel  sound  indicated  when  it  occurs  between 
the  small  and  the  enlarged  Ar-hook  ? 

REVIEW  EXERCISE  7. 

Write  and  vocalize  forms  for  the  following  words: — 

Strikers,  treacherous,  fresher,  insurance,  dropper,  trap- 
per, trooper,  thresher,  primer,  progressed. 

Write  the  following  in  phrases: — 

I  will  try,  I  will  remember,  I  will  inform,  I  am  surprised, 
it  appears  to  be,  it  is  true,  it  is  dangerous,  it  occurs  to  me, 
more  fully,  very  fully,  it  will  surely,  we  have  more,  they  are 
making,  there  was  some,  larger  measure,  very  much,  there 
will  be. 

Write  the  following  sentences,  using  the  word-signs  neces- 
sary. 

They  are  now  considering  the  proposal,  and  we  hope  the 
members  will  take  a  proper  course  to  close  up  the  affair.  This 
is  very  agreeable  to  them.  There  is  danger  he  will  be  unable 
to  secure  his  liberty  by  the  course  suggested  to  him.  His  trial 
was  nearly  over  when  we  were  there.  His  remarks  were  cal- 
culated to  make  one  feel  some  degree  of  hope  in  the  final  suc- 
cess. He  will  surely  do  all  he  can  to  assist  you.  From  alf 
places  near  here  we  are  receiving  encouraging  help.  There 
seems  to  be  considerable  favor  given  us  in  the  work  which  we 
are  now  doing.  He  was  correct  in  his  remarks.  In  our  sur- 
prise, we  were  unable  to  converse  with  him.  In  our  next 
exercise  we  shall  take  some  work  which  will  surely  be  of  much 
advantage  to  us  in  time. 


Important  Trifles. 

Nothing  is  small  which  helps  you  along  the  line  of  your 
career,  which  broadens  your  horizon,  which  deepens  your  ex- 
perience, which  makes  you  more  efficient  in  the  great  work  of 
life.  No  matter  how  trivial  any  duty  may  seem,  if  it  adds  in 
the  slightest  way  to  your  efficiency,  it  ceases  to  be  trivial. 


LESSON  8 


SMALL  FINAL  HOOKS. 
The  En-Hook. 

287.  A  small  final  hook  (with  or  without  an  initial  hook, 
loop,  or  circle)  indicates  the  sound  of  n,  and  is  joined  to  every 
consonant-stroke   as  follows:      On   the   ten  straight  strokes, 
opposite  the  side  on  which  Iss  is  written,  and  on  the  concave 
side  of  curves  thus  :  — 

SIGN:       ^ 
SOUND  :    pn 
NAME  :    Pen 

SIGN  :       ^ 

SOUND:    fn. 

NAME  :  Fen  Yen  Then  Dhen  Esen  Zen  Shen  Zhen  Len  Am 

SOUND:      rn     mn      mpn      nn      ngn       wn        yn        hn 
NAME:    Ren  Men  Empen  Nen  Ingen  Wayn  Yayn   Hayn 

288.  When  Lay  is  written  downward  with  a  small  final 
hook  (which   is  rarely  done),  it  is  called  Elen.     It   is  never 
written  alone.     Yayn  is  used  only  in  phrasing. 


HO  THE  EN-HOOK 

Pin,  pen,  pain,  plain,  happen,  spine,  spin,  sprain,  plan, 
weapon,  bane,  brain,  blown,  tin,  tone,  ten,  town,  tan,  stain, 
stone,  dine,  din,  hidden,  down,  train,  can,  keen,  coin,  cane, 
gain,  waken,  awaken,  beacon,  woke,  awoke,  clean,  clan,  crane, 
gown,  wagon,  glean,  grain,  fine,  fane,  vine,  vain,  seven,  van, 
woven,  thrown,  thin,  assign,  zone,  heathen,  shine,  shone,  shun, 
line,  lean,  lone,  stolen,  run,  ran,  hempen,  sworn,  serene,  com- 
mission, ocean,  ashen,  mean,  moan,  known,  noun,  frown, 
stubborn,  cetacean,  brown,  burn,  born,  barren,  remain,  im- 
pugn, linen,  swain,  shrine,  slain,  campaign,  drain,  planning, 
genuine,  broken,  decline,  prone,  vaseline,  rebellion,  refine, 
orphan,  plainly,  penman,  detain,  abstain,  turn,  chagrin. 

289.  On  the  ten  straight  strokes,  the  En-hook  maybe  made 
into  a  circle  or  a  loop,  small  or  large,  adding,  respectively, 
Iss,  Ses,  Steh,  and  Ster,  and  being  named  Pens,  Penses,  Penst, 
Penster,  etc. 


T 


Pines,  pens,  spins,  beans,  bans,  tins,  tens,  towns,  trains, 
turns,  trances,  entran'ced,  entran'ces,  deans,  dens,  dance, 
dances,  drains,  canst,  against,  rinsed,  punster,  contains, 
condenses,  condensed,  chanced,  Kansas,  Kansas  City,  bal- 
ance, allegiance,  eloquence. 

290.  An  Iss  may  follow  these   signs,   writing   the  circle 
through  the  stroke;  thus:  — 

t* 

Punsters,  spinsters. 

291.  Of  the  four  final   modifications,— Iss,  Ses,  Steh,  and 
Ster,  —  Iss  is  the  only  one  that  can  be  used  following  the  En- 
hook  on  the  curve  strokes,  and  the  circle  must  be  clearly 
written  within  the  hook. 


--**• 


THE   EN-HOOK  111 

Fines,  feigns,  fences,  fans,  fancies,  vines,  vans,  thins, 
thence,  assigns,  zones,  shines,  shuns,  lines,  lanes,  earns, 
mains,  impugns,  linens,  swains,  excellence. 

292.  It  should  be  particularly  observed  that  a  vowel  placed 
after  a  stroke  is  read  before  the  sounds  indicated  by  any  of 
the  final  modifications;  hence,  when  a  vowel  follows  n  used 
finally  (except  when  followed  by  Iss,  Ses,  Steh,  and  Ster, 
which  may  be  used  after  the  En-hook,  as  illustrated  in 
paragraph  289),  the  stroke  must  be  employed,  in  order  that 
the  outline  may  be  properly  vocalized.  This  secures  many 
clear  distinctions. 


Pen,     penny,    contain,    continue,     pain,    company,    con- 
densed, density,  rain,  rainy,  den,  deny,  fun,  funny. 

293.  Final  n,  preceded  by  two  vowels,  or  Iss  or  Ses,  is  ex- 
pressed by  the   stroke. 


Ruin,  Leon,  lion,  lesson,  Zion,  season. 

294.  When,  however,  the  n  is  not  the  final  consonant 
sound  in  the  word,  the  hook  may  be  employed  medially, 
instead  of  the  stroke. 


French,  fringe,  finish,  vanish,  lonesome,  ransom,  gainsay, 
training,  millennium,  openness,  lonely,  nunnery,  gunnery, 
vacancy,  finery,  heathenish,  heathenism,  banana,  serenely, 
seminary,  humanity,  Rhenish,  economy,  panic. 

295.  The  En-hook  is  used  after  Pel  or  Bel,  while  the  En- 
stroke  is  generally  used  after  Pee,  Bee,  Per,  or  Ber,  on  ac- 
count of  greater  ease  of  joining. 


Pinch,  bench,  branch,  blanch,  blancher,  clench,  clencher. 


112 


THE  EN-HOOK 


296.  The  Ens-  and  Enses-circles  are   not   used  between 
straight  strokes.      If  the  circles  are  used  between  straight 
strokes  on  the  side  assigned  for  simple  Iss  or  Ses,  these  signs 
alone  are  understood;   if   the   circles  are  used  on   the  side 
assigned  for  the  Ar-hooks,    the    Ar-hook  is  read,  instead  of 
the  En-hook,  because  of  the  more  frequent  occurrence  of  the 
former  hook. 

297.  The  foregoing  statement  may  be  illustrated  thus:  — 
SIGN:         V-  J—  ~f  /f  ^ 
NAME:  Pecs-Kay,  Tees-Kay,  Kays-Tee,  Rays-Tee,  Tees-Pee. 
SIGN:        V-            .  I—            —  *\           ^\  ly 
NAME:  Pees-Ker,  Tees-Ker,  Kays-Ter,  Rays-Ter,  Tees-Per. 

SIGN  :         V_s  — 
NAME:   Pees-Ens-Kay, 


Tees-Ens-Kay,  Kay-Ens-Tee. 


SIGN: 

NAME  :     Ray-Ens-Tee.        Tee-Ens-Pee. 

SIGN  :  V»  __  v  •  M>  !~~~f 

NAME:    Peos-En-Pee.   Tees-Ens-Tee,  Kays-  Ens-Tee. 

/  9^ 

SIGN  :  ^^—^  —  6  / 

NAME  :     Ray-Ens-Ray.  Kays-Ray,         Rays-Ray. 

j 


SIGN: 

NAME:  Pees-Per,  Tecs-Ter,  Kays-Ker,  Rays-Hay, 


=^^u-^«v-.--^--H*-V--\iS 


Task,  visit,  vest,  rust,  russet,  rusty,  tasker,  extra,  disap- 
pear, execrable,  race-horse,  density,  destroy,  prosper,  prince, 
propensity,  pens,  pensive,  pinnacles,  offensive,  despair. 

298.  The  Ens-  and  Enses-circles  are  used  in  a  few  cases 
between  straight  strokes  and  curves,  by  writing  them  thus:  — 


Johnson,  dancing,  contains  nothing. 


THE   EF-HOOK  113 

The  Ef=Hook. 

299.  A  small  final  hook  (with  or  without  an  initial  hook, 
loop,  or  circle),  on  the  circle  side  of  the  ten  straight  strokes, 
indicates  the  sound  of  for  v;  thus:  — 

siGN:     V     V      I     V     £     t  ^  -*  J  ? 

SOUND:    pf      bf      tf      df     chf      jf     kf     gf     rf     hf 
NAME:    Pef    Bef    Tef    Del'   Chef   Jef  Kef  Gef  Ref  Hef 


Puff,  buff,  tough,  deaf,  cave,  gave,  chief,  Jove,  rave, 
behave,  relief,  staff,  bluff,  brief. 

300.  The  sound  of  r  following  the  signs  named  above, 
as  well  as  Fen  and  Ven,  is  generally  indicated  by  Ray. 


Prefer,  proffer,  proverb,  briefer,  believer,  graver,  clever, 
clover,  behavior,  braver,  contriver,  devour,  divorce,  adverse, 
quiver,  cleaver,  giver,  chafer,  finery,  vainer,  defer. 

301.  The  sound  of  final  s  following  the  Ef-Hook  is  indicated 
by  writing  the  circle  within  the  hook. 


\«  *\     ^    <* 

Xs  V 


Puffs,  paves,  proves,  beeves,  strives,  gloves,  caves,  cliffs, 
stoves,  heaves,  behaves,  bluffs,  cleaves,  graves,  hives. 

302.  The  hook  for  f  or  v  on  curves  is  made  longer  (it  may 
be  considered  an  unclosed  Steh)  than  the  En-hook  on  curves, 
and  is  used  mostly  in  phrase-writing,  when  it  represents  have 


Thief,  they  have,  law  of. 

303.  A  vowe!  written  after  a  stroke  with  an  Ef-hook  is 
read  after  the  stroke  but  before  the  hook;  hence  when  a  vowel 
follows  f  or  v  used  finally,  the  stroke  must  always  be  employed, 
instead  of  the  hook. 

8 


THE   EN-HOOK 


114 


Deaf,  defy,  chaflf,  chaffy,  cough,  coffee,  coffin. 

304.  When  f  or  v  is  not  the  final  consonant  (aside  from 
final  s  or  z,  which  may  be  added  by  Iss,  in  harmony  with 
paragraph  301),  it  may  be  expressed  by  the  hook. 


Define,  prophecy,  befog,  provoke,  traffic,  devote,   divide, 
reverence,  rival,  river,  profane,  defile,  chiefly,  bivouac. 


EN-HOOK  WORD-SIGNS. 

305 

2  upon  (sometimes  Pee  in 

1  combine-ation 

\         phrasing) 

^    2  been 

2  punish-ed-ment 

3  to  have  been 

1  spoken 

<\  2  remembrance 

?    2  expensive-ness 

d 

^  3  expansion-ive 

1  contain 

I    2  taken 

9   2  expense 
°  3  expanse-ible 

3  at  one,  attain 

j  2  suspension-ive 

J    1  contains 
°   3  at  once,  attains 

r    1  compliance 
\  2  complains 

Jl  constancy 
2  extension-sive 

3  appliance 

3  circumstantial 

\  2  explain-atory-ation 

f  2  extensible 

1  pernicious-ly-ness 

*    3  circumstance 

A,  2  comprehension-sive 

p  1  consistency 

3  apprehension-sive 

*•    2  sustain 

^  1  appearance 

fl  consistence-cies 

*  2  comprehensible-ility 

2  existence 

3  apprehensible-ility 

X  3  at  length 

3  supernatural-ness 

j    2  tolerance 

°\  2  experience 

1   2  eternal-ly,  eternity 

*\  2  experienced 

^    3  at  our  own 

\  2  inexperience,  in  (the) 

1    1  extrinsic-al 

experience 

*    2  strange 

EN-HOOK   WORD-SIGNS 


115 


.1.  denominate-d-ation 

J 

Vi  2  Standard  Phonography 

2  dnnp 

fj    ClUllC 

3  down 

1  fallen,  fall  in 

0    2  fell  in 

J  3  saddens,  sadness 

^  3  philanthropy-ic-ally-ist 

J  1  delinquent-cy 

1  if  our  own,  frequency 

P  1  delinquents-cies 

c\  2  furnish-ed-iture,  from 

J   2  deliverance 

one 
3  for  our  own 

i  1  doctrine-al 

*  3  darken-ed 

/     1  even,  evening 
*^>  2"  have  (ing)  been 

1  doctrines 

<~N     n 

3  2  directness 

j  2  every  one 

3  darkens-ness 

1  within,  thine 

/  1  each  one 

(    2  then 

V)       „ 

J  2  which  one 

o  than 

J  2  such  a  one 

f    2  southern 

1  religion 

f  2  alone,  learn-ed 

J  2  general-ly 

3  imagine-ary-ation 

°^  2  concern-ing 

</  2  generais-ize 

1  we  are  in,  with  our  own 
v    2  whereon,  workman 

/I  religionist 
2  generalized 

1  men,  morning 
2  man 

2  can  (some  times  Kay  in 
—  i         phrasing) 

0--^  2  examine-ation,  some  one 

2  question-ed,  countrymen 
3  countryman 

s-^  2  may  have  been 

6  —  >  1  consequential-ly-ness 

f~i  1  we  may  have  been 

"—  °   1  consequence 

1  opinion,  any  one,  in  one 

1  —  3  1  we  can 

v_2  2  none,  known 

3  no  one 

<  —  »  1  Christian-ity 

1  synonym-ous-ly,  is  none, 

<__0  1  Christians-ize 

0_^         is  known, 

2  occurrence 

2  has  known,  has  none 

1  begin-ning,  organ 

1  we  have  known,    we 

^2  again,  begun 

have  none 

3  began 

2  were  known,  were  none 

4  to  have  gone 

3  were  no  one 

— ol  organs-ize 
« — jl  signiflcancy 

1  we  have  gone 
*  2  were  gone 

.      1  if  one,  foreign 
^»  2  often,     phonography, 
for  one 


1  ignorance 

1  Englishman-men 

2  young  man-men 

3  lengthen 

1  2  sanguine  (-ly-ness) 
2  your  own 


116 


EF-HOOK   WORD-SIGNS 


306 


EF-HOOK  WORD=SIQNS. 


v      1  poverty 

\   3  hopeful-ly-ness,  hope-d 
to  have 

1  perfect-Iy  (perfected, 
\          Pref-Ket) 

2  professor,  prove,  proof 

3  approve-al 

V.  2  before 

c     1  by  all  of 

^   2  belief,  able  to  have 


C 


1  it  ought  to  have 

2  whatever 

3  it  would  have 

1  set  off 

2  set  forth 

[    2  it  will  have 

1  contrlve-ance 
1     2  truthful-ly-ness 
'    3  attractive 

<\    2  constructive-ness 
I  3  extravagant-ce-ly 

Y    2  instructive-ness 

.    1  divine-ity 
I   2  differ-ed-ent-ence, 
defense-ive 

3  advance-d 


1  which  ought  to  have 

2  whichever,  which  have 

3  which  would  have 

1  such  ought  to  have 

2  such  have 

3  such  would  have 

1  cheerful-ly-ness 

2  which  are   to  have, 

which  are  of 

3  which  were    to  have, 

which  were  of 

1  Jehovah,  joyful-ly-ness 

2  Jove 

3  juvenile-ness-ility 


2  suggestive-ness 
2  cover-ed 

1  call  forth 
skillful-ly 

C — =  1  clairvoyant-ce 

< j  1  corrective 

2  careful-ly-ness 

3-0  1  descriptive-ness 

> — »  1  inscriptive 

— j>  2  gave,  govern-ed-raent 

<=— ^  1  we  gave,  we  govern-ed 

(l  3  thankful  ly-ness 

1  they  ought  to  have 
.(,      2  they  have 

3  they  would  have 

1  with  all  of 
C    2  they  will  have,  they  all 

have 
3  thou  wilt  have 

1  there  ought  to  have 
^    2  they  are  to  have,  there 

have 
3  there  would  have 

\\   2  they  are  all   to  have, 
there  will  have 

j   3  useful-ly-ness 

1  wish-ed  to    have,   she 
I         ought  to  have 

2  shall  have 

3  she  would  have 

1  arrive-al,  reveal-ed 

2  are  to  have,  are  of,  re- 

volve-d 

1  we  are  of,  we  are  to 
•         have 

2  whereof 

3  aware  of 

1  why  have 

2  way  of 


THE  EN-  AND  EF-HOOKS  117 

307.  An  En-hook  is  frequently  employed  to  add  own,  than, 
d  one;  as. —       s- — ^  ^^ 


My  own,  at  our  own,  more  than,  any  one,  at  one  time. 

308.  An  Ef-hook  is  frequently  used  to  add  have,  to  have, 
tnd  of;  as.  — 

LjL^-W-J. 

I  have,  which  have,  able  to  have,  power  of,  whereof. 

309.  The  word  have  following  I  preceding  words  whose 
initial  outline  is  Per,  Ber,  Ter.  Der,  Cher,  Fer,  Fel,  Vel,  etc., 
may  be  omitted,  and  its  omission  indicated,  by  making  the 
tick  for  I  in  the  direction  of  Tee;  as.  — 


I  direct,  I  have  directed,  I  suggest,  I  have  suggested,  I 
said,  I  have  said,  I  have  seen,  I  believe,  I  have  believed,  I 
deliver,  I  have  delivered. 

Complete  illustrations  of  the  three  principles  just  given 
are  shown  following  lesson  11. 


118  SENTENCE  PRACTICE. 


SENTENCE   PRACTICE  119 

^~t  i/*^        .    I   ,        ,xv/1 


AC_^7_r±i,._  i^.v^j_i4/^_KA__^^ 

^7  \  >  V          >^— z_, 

:^_\c___/yj_^AL_^/^A^A^-rA-C:^'- 

o        /  ( .  /  / 


310.  I  have  been  pleased  to  hear  the  subject  spoken  of  in 
an  experienced  manner.  He  gave  an  explanation  at  once  sug- 
gestive and  satisfactory.  The  appearance  was  attractive. 
The  appliances  were  perfect  for  an  instructive  lesson,  which 
was  clearly  given  by  the  professor  to  those  in  the  class. 
Every  one  should  pass  the  examination.  It  will  have  to  be 
truthfully  set  forth  to  make  the  difference  in  the  doctrinal 
questions  appear  plain.  The  plan  is  said  to  have  the  approval 
of  the  government  officials,  and  in  my  opinion  it  will  prove  to 
be  useful,  and  for  our  ow'n  advantage  generally.  We  have 
taken  pains  to  furnish  perfect  appliances.  We  learned  from 
one  of  the  men  concerning  the  occurrence  of  which  you  have 
spoken.  We  can  organize  an  advanced  class  at  small 
expense, covering  much  more  than  a  year's  work.  Strange  to 
say,  no  one  has  yet  set  forth  all  the  consequences  of  such  a 
course.  At  length  it  begins  to  appear  likely  ;  nevertheless 
we  can  imagine  some  one  will  again  make  as  much  expense 
as  possible.  We  had  sanguine  hopes  of  experiencing  a  dif- 
ferent course  on  arrival.  He  gave  careful  heed  to  what  was 
said.  He  has  been  here  several  times.  We  can  tell  where  he 
has  been.  Before  you  go,  we  hope  you  will  come  to  see  us. 
In  our  opinion,  it  is  discouraging  to  have  no  able  help  to  do 
this  work.  I  have  been  very  careful  in  my  work,  and  hope 
you  will  learn  more  concerning  it  by  careful  study.  Even 
conceding  what  he  says,  it  seems  to  me  very  necessary  to 
have  the  different  members  carefully  consider  the  request 
which  you  have  had  from  the  committee.  It  is  more  than  I 
have  really  known  what  to  do  with.  I  have  no  remembrance 
whatever  concerning  the  talk  I  had  with  you  on  this  subject. 
We  can  by  no  means  allow  such  a  policy  to  be  pursued.  In 
the  meantime,  I  should  be  pleased  to  learn  where  you  will  be, 
and  to  know  what  the  outlook  is  with  you.  We  have  "a  vari- 
ety of  books  on  various  subjects,  so  every  one  ought  to  secure 
something  which  will  please  him.  They  have  gone  away  for 


120  SENTENCE   PRACTICE 

the  summer.  Punishments  often  shock  the  common  feeling 
and  sense  of  justice.  Often  the  best  time  for  doing  such  work 
is  unimproved.  We  can  tell  you  of  one  man  who  will  soon  be 
ready  to  assist  you  in  this  work.  We  should  devise  some 
simple  plan  whereby  this  work  may  be  advanced.  If  each 
one  labors  in  the  sphere  for  which  he  has  been  chosen,  he  will 
do  all  it  is  expected  he  will  do.  There  was  a  very  heavy  rainfall 
while  we  were  there.  It  was  very  plainly  to  be  seen  when  he 
came  where  they  were.  The  issue  was  one  upon  which  much 
had  been  expected.  He  was  supposed  to  be  worth  many 
thousands  of  dollars,  although  no  one  knew  the  precise  sum. 
The  plan  is  said  to  be  a  safe  one,  and  will  succeed  if  properly 
pushed.  It  was  a  forlorn  looking  specimen.  His  appearance 
was  in  his  favor.  It  is  more  remarkable  than  anything  I  have 
seen  so  far.  They  require  much  care.  He  gave  no  response 
to  our  earnest  appeals  for  help.  He  was  very  attentive  to  his 
business.  Various  substances  have  often  been  discovered 
there.  It  may  be  you  can  secure  what  you  desire  when  you 
arrive  here.  I  see  nothing  in  the  way  of  your  stopping  off  for 
a  few  days.  I  will  give  you  one  dozen  copies  on  your  arrival 
in  this  place.  When  the  question  first  came  up,  it  was  diffi- 
cult to  learn  the  different  ideas  prevailing.  We  are  very 
much  in  hopes  to  be  able  to  give  the  question  more  careful 
study  as  early  as  possible.  We  shall  postpone  the  work  until 
you  can  be  with  us.  I  was  pleased  to  hear  of  the  work  being 
done  in  your  place.  We  are  sincerely  sorry  to  learn  of  the 
trouble  which  has  befallen  you.  The  finances  of  the  concern 
were  secure.  You  are  waiting  to  learn  what  the  outcome 
will  be.  He  is  an  experienced  man,  and  will  perform  the  work 
correctly.  Then  we  can  go  with  you,  and  inform  you  of  the 
number  in  the  place.  (709) 

QUESTIONS  ON  LESSON  8. 

1.  How  many  straight  strokes  are  there  ? 

2.  On   which  side  of  these  strokes  is  a  small  final  hook 
written  for  n? 

3.  How  is  this  hook  written  on  curved  strokes  ? 

4.  What  further   modifications   are   made  on  the  straight 
strokes  following  the  En-hook  ? 

5.  Can  these  modifications  in  turn  be  further  modified  ? 

6.  How  ? 


REVIEW  121 

7.  Can  Ses,  Steh,  or  Ster  follow  the   En-hook  on  curved 
strokes  ? 

8.  Why  not  ? 

9.  In  what  manner  must  Iss  be  denoted  on  such  strokes  ? 

10.  Why  is  this  necessary  ? 

11.  In  what  manner  must  the  sound  of  n  be  indicated  when 
it  is  the  final  consonant  sound  and  is  followed  by  a  vowel  ? 

12.  When  the  n  is  a  medial   sound,  how  may  it  be   repre- 
sented ? 

13.  Can  the  Ens-  and  Enses-circles  be  used  between  straight 
strokes  ? 

14.  Why  not  ? 

15.  Can   they   be  employed   between   straight    and    curved 
strokes  in  a  limited  way  without  conflicting  with  other  signs  ? 

16.  In  what  manner  is  the  hook  for  f  or  v  written  ? 

17.  On  what  kind  of  strokes  ? 

18.  How  many  ? 

19.  How  is  Iss  indicated  following  such  hook  ? 

20.  Can  other  modifications  of  the  circle  be  employed  ? 

21.  How  is  this  hook  made  on  curved  strokes  ? 

22.  How  is  final  f  or  v  indicated  when  followed  by  a  vowel  ? 

23.  How  expressed  when  occurring  medially  ? 

REVIEW  EXERCISE  8. 

Write  the  following  in  phrases  : — 

I  have  been,  it  is  upon,  it  is  taken,  it  has  done,  it  is  known, 
this  morning,  this  evening,  they  may  have  been,  then  again, 
it  is  general,  it  can  be,  it  is  different,  it  is  said  to  have,  we 
shall  be  careful,  it  will  have  to  be,  I  said,  I  have  said,  I  believe. 

Write  the  following  sentences,  using  the  proper  word-signs: — 

The  circumstances  were  against  him.  This  explanation 
was  satisfactory  to  all  parties  concerning  whom  I  wrote  you. 
In  our  opinion  it  seems  a  very  strange  proceeding.  We  were 
doing  the  work  at  our  own  charges.  We  have  spoken  freely 
to  these  men  concerning  the  difficulty  they  have  experienced- 
I  believe  a  careful  examination  is  to  be  given  on  this  subject 
before  long.  He  has  learned  his  lesson  well.  I  believe  we 
can  inform  you  at  once.  Every  one  of  them  should  be  here. 
I  know  this  theory  was  advanced,  but  it  now  remains  to  be 
more  fully  and  satisfactorily  set  forth.  It  is  a  question  which 
I  am  unable  to  answer.  He  gave  a  very  clear  explanation  of 
the  difficulty.  His  way  of  doing  business  is  calculated  to 
bring  success. 


LESSON  9 

LARGE  FINAL  HOOKS. 
The  Shon-  and  Tiv=Hooks. 

311.  A  large  final  hook  (with  or  without  an  initial  hook, 
loop,  or  circle)  indicates  the  sound  of  shon,  and  is  joined  to 
every  consonant-stroke,  being  the  sound  heard  in  the  endings, 
cian,  sian,  tian,  tion,  cion,  shion,  sion,  xion. 

312.  The  names  of  signs  having  the  Shon-hook  are  secured 
by  adding  shon  to  the  name  of  the  primitive  stroke ;  as, 
Peeshon,  Beeshon,  Efshon,  Emshon,  etc. 


Option,  potion,  passion,  completion,  operation,  abrasion, 
attrition,  tuition,  constitution,  condition,  caution,  auction, 
Grecian,  confusion,  vision,  ration,  allusion,  propitiation, 
motion,  nation,  sanction,  ambition,  consideration,  occasion, 
co-operation,  section,  connection,  communication,  situation, 
conclusion,  creation,  navigation,  Hessian,  cushion,  confession, 
apportion. 

313.  It  will  be  observed  that  the  Shon-hook  is  used  on  the 
same  strokes  on  which  the  En-hook  is  used.     As  an  assistance 
in  remembering  these  signs  it  may  be  noted  that  the  small 
final  hooks  represent  n,  while   the   large  hooks   express  the 
sound  of  shon, —  both  ending  in  n.     Shon  on  the  ten  straight 
strokes,  however,  is  written  on  the  circle  side  ;  while  the  En- 
hook  is  written  on  the  opposite  side. 

314.  The  Shon-hook  can  not  be  employed  when  it  repre- 
sents the  only  consonant  sounds  in  a  word.     Shen,  instead  of 
the  Shon-hook,  is  used  in  a  few  cases  to  distinguish,  by  dif- 
ference of  outline,  words  of  similar  sounds. 

122 


THE  SHON-  AND  TIV-HOOKS  123 


Ocean,   session ;   contention,    continuation;   attention,    at- 
tenuation. 

315.  Of  the  circles  and  loops,  Iss  is  the  only  one  that  can 
be  added  to  the  Shon-hook. 


Patience,  passions,  operations,  oppressions,  conditions, 
considerations,  fashions,  nations,  motions,  ambitions,  collec- 
tions, logicians,  Ephesians,  quotations. 

316.  After  long  use,  and  if  carefully  written,  Steh  may 
follow  the  Shon-hook,  although  its  use  is  not  recommended. 


Prohibitionist,  excursionist. 

317.  A  large  final  hook  (with  or  without  an  initial  hook, 
loop,  or  circle)  opposite  the  circle  side  on  the  ten  straight 
strokes,  indicates  the  sound  of  tlv  ;  thus  :  — 

SIGN:         ^  ^  J  J  (/  </ 

NAME  :     Peetiv,  Beetiv,  Teetiv,  Deetiv,  Chaytiv,  Jaytiv. 

SIGN:         ~D*     —  3  /*        <^ 

NAME  :    Kaytiv,  Gaytiv,  Kaytiv,  Haytiv. 


Co-operative,  combative,  combativeness,  captive,  decep- 
tive, receptive,  corroborative,  intuitive,  illustrative,  nutritive, 
fugitive,  dative,  adjective,  lucrative,  effective,  talkative. 

318.  As    an  aid   in  remembering  the  strokes  having  Ef- 
and  Tiv-hooks,  it  may  be  noted  that  both  are  written  on  only 
the  ten  straight  strokes,  —  the  Ef-hook  small,  the   Tiv-hook 
large;  written,  however,  on  opposite  sides  of  the  strokes. 

319.  The  Tiv-hook  is  never  written  on  a  curve-consonant. 
Hence,  following  curves,  tive  is  always  represented  by  Tef. 


124  THE  SHON-HOOK 


Motive,  native,  narrative,  palliative. 

320.  Of  the  circles  and  loops,  Iss  is  the  only  one  that  can 
be  added  to  the  Tiv-hook. 


Operatives,   adjectives,  comparatives,  sedatives,  fugitives, 
captives. 

321.  As  is  the  case  with  the  Ef-  and  En-hooks,  the  Shon. 
and  Tiv-hooks  may  be  used  in  the  middle  of  words,  turning 
the  point  of  the  hook  slightly  inward,  to  make  the  joining 
easier. 


.Auctioneer,  activity,  national,  activeness,  congressional, 
visionary,  rational,  sectional,  educational,  sectionalism,  com- 
paratively, occasional. 

Vocalization  of  the  Shon-  and  Tlv-Hooks. 

322.  A  vowel  after  a  stroke  with  a  Shon-  or  a-Tiv-hook  is 
read  before  the  hook.    Third-place  vowels,  it  will  be  observed, 
are  generally  written  inside  the  hook. 

The  Eshon  =Hook. 

323.  On  account  of  the  frequency  of  Iss,  Ses,  and  Ster,  and 
the  Ef-  and  En-hooks,   as  well  as  of  the  sound  of  shon,  it  is 
very  desirable  to  represent    shon,  when   following   the   five 
modifications  named,  in  a  briefer  way  than  by  the  use  of  the 
stroke  Shen,  or  even  the  large  Shon-hook  following  Iss  or  the 
other  signs  named  above.    Hence  a  small  final  hook,  called 
Eshon  (corresponding  to  the  initial  In-hook)  is  added  after  Iss, 
Ses,  Ster,  the  Ef-  and  the  En-hook,  to  express  the  sound  of 
shon  or  zhon. 


,  n 
~ 


THE    ESHON-HOOK  125 

Position,  opposition,  compensation,  taxation,  division, 
devotion,  diffusion,  precision,  persuasion,  profusion,  tran- 
sition, decision,  condensation,  acquisition,  accusation,  acces- 
sion, physician,  sensation,  association,  authorization,  realiza- 
tion, civilization,  conversation,  musician,  disposition,  imposi- 
tion, profession 

324.  The  use  of  the  Eshon-hook  in  connection  with  Ses, 
Ster,    and  the   En-hook   is  rare,  and   is   confined  mainly  to 
phrasing,  in  advanced  work. 

325.  Iss  may  be  added  to  the  Eshon-hook,  and  the  hook 
may  also  be  used  medially. 


Transitions,  professions,  associations,  musicians,  conversa- 
tions, divisions,  professional,  conversational,  transitional. 

326.  When    considered    necessary   to   vocalize   an  outline 
with  an  Eshon  hook,  first-place  vowels  may  be  written  before 
the  hook;  second-  and  third-place,  after  the  hook. 

327.  In   this  connection  it  may  be  well  to  speak  of   the 
position  of  some  word-signs  and  outlines  having  initial  or  final 
hooks.     From  what  has  preceded,   it  will   be  observed  that 
such  forms  as  human  and  curious,  composed  of  horizontal 
outlines,  are  written  in  the  third  position,  which,  for  words 
composed  entirely  of  horizontal    strokes,    is  below  the  line. 
However,    in    the  writing  of  such   words   as  humanity  and 
curiosity,  the  downward  stroke  governs  the  position  of  out- 
line; hence  for  these  words  to  be  written  in  the  third  position, 
Tee  (the  downward  stroke)    must    be   written   through   the 
line.      In  other  words,  the  inclined  and  vertical  strokes  are 
placed  in  the  position  required  by  the  accented  vowel,  regard- 
less of  the  horizontal  strokes. 

328.  In  a  very  few  cases,  however,  derivative  word-signs 
are  written  out  of  the  position  generally  assigned  for  similar 
forms,   in  order  that  they  may  be  more  legible;  hence  Kel, 
for  the  word  calculate,  is  written  below  the  line;  likewise  in 
writing  the  word  calculable,  the  Kel  is  written  below  the  line, 
to  which  Bel  is  joined.     There  are  but  few  words  written 
thus,  the   majority  being  written  in  harmony  with  the  state- 
ment in  the  preceding  paragraph. 


126 


THE   SHON-HOOK    WORD-SIGNS 


329.               SHON-HOOK 

WORD-SIGNS. 

\         t\                    • 

-j  2  occasion 

\o  3  passion 

3  action 

^>2  exception-al 

«-2  3  exaction 

1  completion 
\)2  complexion 
3  application 

^-j   1  collision 
3  conclusion 

A>2  supplication 

f   ^  2  exclusion 
3  seclusion 

1  perfection 
v>2  operation 

1  correction 
'        2  creation 

3  oppression 

1  expression 

.,  —  3  1  description 

M  2  separation 

a  —  ^  1  inscription 

3  suppression 

•  —  ^  1  signification 

\>  2  objection 

<  —  3   2  glorification 

«    1  exhibition 
2  subjection 

1  fiction 
'•O    2  fashion 

^->2  obligation 

3  affection-ate-ly 

[     1  tuition 

^   1  affliction 

J  2  it  shall 

2  flexion 

.     1  situation 

1  formation 

(j   2  station 

^     2  fraction 

3  satisfaction 

3  fruition 

\j    2  constitution-al-)y 

1  conviction 
VJ    2  vocation 

1     2  contraction 
y  3  attraction 

3  avocation 

q     2  construction 
u    3  extraction 

1  conversion 
"^    2  version 
3  aversion 

'T  2  instruction,  in  (the) 
construction 

/~)  2  revelation,  election 
'       3  revolution 

1  contradiction 
b    2  condition-al 

f~>  2  selection 

3  addition-al 

]   irrational-ly-ity 

1  derision 
b  2  direction 

O  2  reformation 
'      3  rational-ly-ity 

3  duration 

^O    2  mention 

*Jj  2  consideration 

f~~^  2  consumption 

^  2  in  (the)  consideration 

-^  3  impassion 

/  2  generation 

<^)  2  impatience 

/  2  exaggeration 

O>  1  information 

TIV-HOOK  WORD=SIQNS. 

330. 
^  2  objective  //  3  imaginative-ness 

J  2  subjective-ness  —^  3  active-ly-ness-ity 

J  2  constitutive  ^3  creative 

J2  contractive 
^~Dl  significative -ly 
J   3  extractive 

ESHON-HOOK  WORD=SIGNS. 

331. 

1  opposition 
]^  2  position 
3  possession 

\  1  spiritualixation 
•    2  testification 
A  3  taxation 


127 


4    1  jurisdiction 
<n    2  generalization 


^    2  decision 
J  2  justification 
,f  3  evangelization 


1  acquisition 

2  accession 

3  accusation 

1  organization 
1  ornamentation 


SENTENCE  PRACTICE. 


128  SENTENCE   PRACTICE 


332.  I  am  now  speaking  of  the  educational  system  which  is 
in  operation  there.  This  condition  seems  to  be  the  last  thing1 
we  think  of.  Such  a  discussion,  it  seems  to  me,  should 
produce  some  favorable  plans.  Such  a  way  of  doing  must  be 
very  necessary.  We  should  seriously  consider  the  many 
weighty  questions  open  before  us,  and  give  proper  considera- 
tion and  expression  to  them.  I  am  in  earnest  in  this  objec- 
tion. We  should  try  to  keep  up  something  more  than  the 
form.  I  can  see  much  information  to  be  given.  I  know  when 
such  is  the  case,  the  crisis  will  be  passed.  This  one  thing  I 
must  say,  because  such  a  co-operation  is  important  where  a 
reform  is  necessary.  This  organization  is  highly  to  be  de- 
plored. It  will  never  do  to  be  simply  passive  in  this  situation. 
We  must  take  our  proper  place  in  giving  the  instruction  and 
carrying  out  the  plan.  Their  lives  were  jeopardized  on  this 
occasion.  Ye  shall  know  the  truth,  and  the  truth  shall  make 
you  free.  This  blessing  is  within  the  reach  of  the  people,  yet 
their  position  remains  unchanged.  This  consideration  was 


SENTENCE   PRACTICE  129 

one  which  gave  some  relief.  Such  paragraphs  give  much 
hope  in  the  final  triumph.  This  was  an  educational  institu- 
tion which  was  doing  much  in  helping  young  people  in  lines 
of  work  which  would  be  of  value  to  them.  This  question 
related  to  reformation  in  the  life.  I  think  this  additional 
instruction  can  be  clearly  seen  by  all.  Such  information  and 
comparison  would  be  highly  satisfactory  to  us.  There  was  an 
uprising  in  the  nation,  which  caused  considerable  difficulty  to 
suppress.  In  the  olden  time  it  was  customary  for  this  to  be 
done  in  the  manner  of  which  I  have  spoken.  They  were 
lapsing  into  a  condition  of  demoralization.  A  strong  pressure 
was  borne  upon  him  to  compel  him  to  do  the  thing.  We 
have  seen  the  thing  many  times,  but  have  been  unable  to 
make  any  changes.  The  attractions  of  the  place  were  numer- 
ous. This  was  a  test  to  these  institutions.  The  situation  is 
such  because  this  course  has  been  pursued.  This  case  is  one 
which  should  be  looked  into  at  once.  His  directions  were 
plainly  given,  and  should  have  been  easy  to  follow.  His 
creative  genius  gave  expression  to  many  forms.  He  was  active 
in  his  work.  The  commissioner  was  pleased  with  the  work, 
and  his  decision  was  quickly  given  in  the  case.  Everything 
here  seems  to  be  going  along  as  usual.  You  have  my  sym- 
pathy in  your  affliction.  He  has  a  special  truth  to  give,  and 
so  was  especially  anxious  to  give  it  in  condensed  form  to 
secure  the  attention  of  the  people.  Your  communication  was 
here  on  my  arrival  at  the  office  from  my  trip  to  the  coast.  I 
wish  to  acknowledge  the  receipt  of  your  favor.  His  donation 
was  a  liberal  one.  He  had  some  opposition  in  his  work.  The 
possession  of  the  place  was  given  to  him.  His  position  was 
tenable.  His  communication  was  addressed  to  the  proper 
parties.  You  will  please  mention  the  action  of  the  com- 
mittee in  this  case.  This  request  should  have  attention  as 
early  as  possible.  We  hope  you  will  receive  permission  to  go. 
Such  information  will  be  highly  satisfactory.  He  was  in  a 
position  to  give  valuable  information.  A  brief  consultation 
was  necessary.  Economy  should  be  practiced  in  making  the 
expense  as  small  as  possible.  In  view  of  this  fact  it  seems 
but  proper  to  inform  you  of  the  situation  which  has  been 
forced  upon  us.  (581) 


130  REVIEW 

QUESTIONS  ON   LESSON  9. 

1.  On  how  many  strokes  is  a  large  final  hook  used  to  repre- 
sent the  sound  of  shon? 

2.  In  what  endings  is  this  sound  heard? 

3.  On  which  side  of  the  straight  strokes  is  this  sign  written? 

4.  How  is  it  written  on  curves? 

5.  Is  it  ever  employed  medially  ? 

6.  Can  Iss  follow  this  modification? 

7.  How  is  it  written  ? 

8.  Can  Steh  be  so  used  ? 

9.  Is  its  use  recommended  ? 

10.  For  what  purpose  is  a  large  final  hook  employed  on  the 
ten  straight  strokes  having  Ef-hooks  ? 

11.  Does  this  hook  ever  follow  a  curved  stroke? 

12.  What  is  used  instead  ? 

13.  What  modification  may  be  added  to  this  hook,  and  how 
is  it  written  ? 

14.  Is  this  hook  ever  written  medially  ? 

15.  What  slight  change  is  advisable  in  making  it  ? 

16.  State  the  order  of  reading  the  vowels  in  connection  with 
the  Shon-  and  the  Tiv-hook. 

17.  For  what  purpose  is  a  small  backward  hook  used  follow, 
ing  the  circle  modifications  and  the  En-  and  Ef-hooks  ? 

18.  What  modifications  of  the  circle  may  be  added  to  this 
hook  ? 

19.  Can  this  hook  be  em'ployed  medially  ? 

20.  How  is  it  vocalized  ? 

21.  State  the  third  position  for  horizontal  strokes. 

22.  State  the  third  position  for  such  strokes  combined  with 
inclined  or  vertical. 

23.  Give  an  exception  to  this  rule. 


REVIEW  EXERCISE  9. 

Write  outlines  for  the  following  words,  with  proper  vocali- 
zation :  — 

National,  institutional,  constitutional,  confessional,  mis- 
sionary, conditional,  optional,  petition,  habitation,  navigation, 
emotional,  effectively,  natives,  motives,  physician,  incision, 


EEVIEW  131 

sensational,  propositions,  conversation,  transitional,  compen- 
sation. 

An  exception  was  given  in  his  case,  which  was  very  much 
to  his  satisfaction.  Special  consideration  should  be  given  him 
in  the  position  which  he  now  occupies.  He  was  active  in  his 
opposition,  and  gave  a  careful  description  of  the  plan  of  the 
reformation  which  he  was  trying  to  carry  out.  We  have  had 
reliable  information  from  the  parties  during  the  last  few  days. 
He  gave  careful  directions  for  the  doing  of  this  work,  and 
their  co-operation  should  have  been  continued.  Such  action 
seems  highly  proper  in  the  circumstances  in  which  we  are  now 
placed.  It  seems  to  me  such  a  plan  of  organization  is  some- 
thing to  which  close  attention  should  be  given  before  anything 
more  is  done  with  the  proposed  constitution.  It  seems  to  me 
his  position  is  perfectly  proper.  His  decision  will,  I  am  sure, 
be  a  surprise  to  the  members  who  have  taken  much  care  in 
securing  the  information  upon  which  his  action  was  based.  At 
one  time  there  was  no  hope  of  arriving  at  a  satisfactory  con- 
clusion, yet  such  a  change  has  been  wrought. 


A  bridled  tongue  indicates  a  mastered  life. 


Do  you  want  a  better  place?    Then  outgrow  the  one  you 
are  in. 


Luck  is  an  ignis  fatuus.     You  may  follow  it  to  ruin,  but 

not  to  success. 


The  world  turns  aside  to  let  any   man   pass   who   knows 
whither  he  is  going. 

The  happiest  life  is  that  which  constantly  exercises  and 
educates  what  is  best  in  us. 


The  wise  prove,  and  the  foolish  confess,  by  their  conduct, 
that  a  life  of  employment  is  the  only  life  worth  leading. 


Come,  take  that  task  of  yours  which  you  have  been  hesi- 
tating before,  and  shirking,  and  walking  around,  and  on  this 
very  day  lift  it  up  to  do  it. 


LESSON.  10 

LENQTHENINQ. 

333.  Doubling  the  length  of  any  consonant-stroke  (with  or 
without  an  initial  or  final  modification)  adds  tr,  dr,  thr,  dhr. 

Lengthened  curves  indicate  the  addition  either  of  a  syllable 
or  a  word,  while  lengthened  straight  strokes  generally  add  a 
word.  The  endings  referred  to  a'e  the  following  syllables: 
ter,  tor,  ture,  der,  dor,  ther,  etc. 

334.  Heavy  straight  strokes  are  tapered,  making  the  added 
portion  light;  heavy  curves  are  tapered  at  both  ends. 


335.  Adding  Ter.  —  Letter,  later,  latter,  loiter,  fetter,  fat- 
ter, voter,  literary,  literature,  swelter,  Walter,  slaughter,  Aus- 
tralia, minister,  ministerial,  center,  centers,  insulator,  water, 
enter,  enters,  smelter,  educator,  instructor,  separator,  east- 
ern, entrance,  shelter,  lantern,  entire,  counter,  embitter, 
inveterate. 


336.  Adding  Der. — Ladder,  louder,  fodder,  wilderness, 
confederates,  federation,  moderation,  slender,  elder,  older, 
moulder,  order,  bewilder,  smoulder,  render,  shoulder,  soldier, 
federal,  asunder,  squander,  invader,  surrender,  hinder,  leader. 


LENGTHENING 


133 


337.  Adding  Ther  or  Dher —  Luther,  feather,  father,  an- 
thracite, northern,  mother,  neither,  panther,  leather,  lather, 
smoother,  some  other. 


338.  Miscellaneous  Words  and  Phrases.  —  Separator,  up 
there,  be  there,  take  their,  had  their,  which  they    are,  edge 
their,  come  there,  educator,  give  their,  for  their,  voter,  have 
their,  think  they  are,  though  they  are,  see  their,  was  their,  shall 
their,  usually  they  are,  will  their,  let  there,  are  there,  rather, 
return,   matter,   may  their,    embitter,   some  better,    neither, 
know  there   is,    jur  cture,  among  their,  whether,  why  their, 
sweeter,  wider,  your  other. 

339.  In  phrasing,  lengthened  strokes  are  frequently  used  to 
indicate  there,  their,  they  are,  and  other.    In  lists  of  word- 
signs    and    elsewhere    thr    denotes  'any  of  these   words,  as 
required  by  the  context.     A  complete  exposition  of  this  prin- 
ciple is  shown  after  lesson  11. 

340.  The  names  of  the  lengthened  strokes  are  secured  by 
adding  ter,  der,  ther,  or  dher  (according  to  the  sound  indi- 
cated by  the  lengthening)  to  the  name  of  the  stroke  employed; 
thus:  Peeter,  Ender,  Emther,  Kaydher.     These  forms  imply 
but  one  stroke;  while  Pee-Ter,  En- Der,  Em-Ther,  and   Kay- 
Dher  denote  two  strokes. 

341.  Since  there  are  very  few  cases  where  the  sounds  of  tr, 
dr,  thr,  or  dhr,  follow  Ing,  and  the  sounds  of  kr  and  gr  fre- 
quently follow  Ing,  the  lengthening  of  this  sign  generally  im- 
plies kr  or  gr,    the  name  of  which  is  then  called  Ingker  or 
logger. 


Inker,    sinker,    anger,    banker,    stronger,    linger,    anchor, 
younger,  hanker,  hunger,  handkerchief,  canker,  languor. 


134  LENGTHENING 

342.  Vocalization.  —  The  sounds  indicated  by  lengthening 
a  stroke  are  read  after  vowels  following  the  stroke,  but  before 
any  final  hook,  loop,  or  circle. 

Therefore  a  vowel  following  sounds  indicated  by  lengthen- 
ing is  — 

(a)  Omitted:  as,  federation  \-x 

(6)  Written  before  a  following  stroke;  as,  eccentric" 

(t)  Or  written  after  Ray  or  a  sign  having  an  Ar-hook;  as, 

solitary   Vj  ;  lottery  _/\  ;    angry    *^$r~ 

watery  S,.  ;    sundry    *1/|- 

343.  Position.  —  Write   the  first  half  of  the    lengthened 
stroke  in  its  proper  position,  according  to  the  rules  previously 
'given,  (paragraphs  123-132)  the  second  half  being  considered 
as  a  distinct  added  sign;  thus  ;  — 

First  Position :  While  they  are  V.      :  in  their  own  _  -  - 
Second  Position:    \Vi\\the\r_f\       ;  may  be  there^r~T>>. 
Third  Position  :  Lutheran  -/^'       ;  no  other    "^J_^ 

343a.  Trebling  is  rarely  employed  except  possibly  in  phras- 
ing.    Some  words,  however,  may  be  so  written  to  advantage. 


Moderator,  whether  they  are,  while  they  are  there. 

WORD-SIGNS  —  Lengthened  Strokes. 

343  b. 

\1  popular-ity 
2  upon  thr,  up  thr 
3  hope-d    thr,    patent-ed  thr 

1  by  their,  by   other  (or 

another) 

2  be  thr,  been  thr 

3  to  be  thr 

1  by  all  their-other 

2  believe-d  thr 

2  to  thr 

3  at  thr,  out  of  thr 


I 


LENGTHENING  135 

2  till  thr,  tell  thr 

3  at  all  thr,  until  thr 

2  it  therefore 

2  it  will  therefore,  tell  (or 
till)  there-fore-have 

2  to  their  own,  take  their 

own 

3  at    their  own,    out    of 

their  own 

2  as  to  their  own 

2  till  their  own,  tell  their 

own,  (ill  they  are  hot 

3  at   all   (or    until)  their 

own,  until  they  are  not 

2  such  (an)  other 

2  can  thr 

3  could  thr 

2  farther,   further,    from 
thr 

1  of  thr 

1  that  thr,  within  thr 

2  the  other,  then  thr 

3  though  thr,    than  thr, 

without  thr 

1  within  their  own 

2  the    other     one,    then 

their  own 

3  than  their  own 

1  eastern 

1  is  thr 

2  was  thr 

3  h-as  thr 

1  all  thr 

2  let  thr 

1  order-ed 

2  rather  (or  Raydher) 

1  might  thr 

2  matter 


2  some  other 


136 


LENGTHENING 


^ 
(' 


1  entire,    any    other,    in 

their 

2  another 

3  no  other 

2  wonder-ed-ful-ly,    one 
(an)  other 

1  i  n  tr  i  nsic-al-ly,    any 

other  one 

2  another  one 

3  no  other  one  (or  than) 

3  along  thr,  longer 

1  water-ed,      with      thr, 

with  another,  why  thr 

2  whether 

2  whether  thr 
2  your  other 


SENTENCE  PRACTICE. 


SENTENCE   PRACTICE 


13? 


q. . )  _        1 

" 


138  SENTENCE   PRACTICE 

344.  I  rather  think  their  matters  will  be  adjusted  all  right. 
The  entire  difficulty  seems  to  be  because  of  a  failure  in  trying 
to  please  each  other.  We  are  entirely  pleased  with  the  way  you 
have  done  in  the  matter.  If  there  is  to  be  any  material 
change  in  the  program,  we  desire  to  know  what  it  will  be 
before  going.  For  their  own  favor,  we  wish  to  be  there  to 
see  their  father  and  mother.  I  am  through  with  the  entire 
work  you  gave  me  the  other  day.  When  they  are  ready,  we 
shall  try  to  go  there  with  them.  There  will  be  no  difficulty, 
it  seems  to  me,  in  settling  up  the  matter.  We  are  now  ready 
to  look  over  their  work,  and  see  what  has  been  done.  We 
should  give  their  letter  due  attention.  We  shall  go  to  their 
home  as  soon  as  possible.  We  had  a  letter  to  give  to  their 
representative,  who  was  here  yesterday.  We  had  their  business 
all  ready  for  them.  Do  you  think  their  work  is  superfine?  We 
shall  deal  with  many  other  important  matters,  and  upon  their 
proper  consideration  much  will  rest.  I  have  given  their 
request  attention,  and  believe  there  will  be  no  difficulty  in 
carrying  out  the  wish  they  have  expressed.  I  have  no  other 
information  to  furnish  than  has  already  been  given  you.  Will 
you  plan  to  be  with  us  during  the  time  we  shall  be  there?  We 
hope  to  write  you  full  information  later.  He  occupies  a  high 
position  among  the  leaders  in  the  progressive  measures  now 
being  set  before  the  people.  I  hope  no  one  will  go  there  ex- 
pecting to  encounter  no  difficulties.  It  is  unworthy  of  one  peo- 
ple to  think  falsely  of  another;  it  is  unjust,  and  therefore  un- 
worthy. The  Sabbath  was  hallowed  at  creation.  No  other 
institution  so  fully  distinguished  the  Jews  from  other  nations. 
It  was  to  be  a  token  of  their  separation  from  idolatry,  and  their 
connection  with  their  Creator.  To  keep  the  Sabbath  holy,  men 
must  themselves  be  holy.  It  is  the  sign  of  the  power  of  Christ. 
Further  consideration  should  be  given  to  the  matter.  I  ex- 
pect some  others  will  continue  this  work.  You  will  please 
pardon  me  for  being  unable  to  give  my  entire  time  to  this. 
I  have  your  letter,  and  through  an  oversight  a  reply  has  never 
been  given  you.  If  there  are  any  others  besides  those  whose 
names  and  addresses  you  have  already  furnished,  you  w411 
please  give  them  to  us  as  soon  as  possible.  Several  others  will 
soon  be  ready  to  go.  This  situation,  above  all  others,  is  one 
to  be  deplored.  Whatever  additions  or  corrections  should  be 
given  us  for  the  list  of  church-elders  must  be  furnished  at 


SENTENCE  PRACTICE  139 

once.  This  agitation  will  prove  effective  in  giving  the  mat- 
ter more  popularity.  Several  other  letters  have  come  for  you. 
We  expect  the  Australian  mail  here  soon.  I  presume  there 
will  be  various  matters  to  occupy  his  attention  while  there. 
You  should  inform  us  when  they  are  coming.  We  know  there 
is  nothing  objectionable  in  the  order.  This  matter  should  be 
closed  up  soon,  since  there  are  others  who  are  anxious  to 
begin  operations  in  carrying  out  the  plans  formed  by  this  com- 
mittee. There  was  a  material  change  from  their  proposition. 
He  should  be  careful  in  entering  upon  such  a  course.  It 
seems  to  me  there  should  be  another  change  in  their  plans. 
Mr.  Anderson  came  here  to  see  you.  We  shall  hope  to  see 
you  another  year.  All  their  consecration  and  devotion  were 
in  the  cause  of  right.  Then  there  will  be  something  upon 
which  we  can  firmly  rest  our  hopes.  We  have  no  realization 
of  how  tenderly  we  should  deal  with  them.  This  was  a 
harder  task  than  he  supposed.  We  shall  hope  to  accompany 
you  some  other  time.  There  is  to  be  another  party  leaving 
here  before  long.  This  entrance  was  closed.  There  should 
be  no  hindrance  to  his  going.  There  are  others  who  will 
soon  be  ready  to  enter  the  work.  (668) 


140  REVIEW 

QUESTIONS  ON  LESSON  10. 

1.  For  what  purpose  is  a  consonant  stem  lengthened  ? 

2.  How  many  strokes  are  lengthened  ? 

3.  Name  the  syllables  added  by  lengthening  a  stroke. 

4.  What  may  be  denoted  by  lengthened  curves  ? 

5.  Lengthened  straight  strokes  ? 

6.  How  are  heavy  straight  strokes  formed  when  lengthened  ? 

7.  Heavy  curves  ? 

8.  For  what  other  purpose  is  Ing  lengthened  ? 

9.  State  the  order  of  reading  vowel-signs  following  length- 
ened strokes. 

10.  What  portion  of  the  lengthened  stroke  governs  its  posi- 
tion ? 

11.  What  may  the  second  half  be  considered  in  the  matter 
of  position  ? 

12.  Can  a  stroke  be  trebled  ? 

13.  Is  such  practice  frequent  ? 

REVIEW  EXERCISE  10. 

The  entire  matter  should  be  carefully  looked  into  at  once. 
It  seems  to  me  that  there  must  be  something  very  materially 
different  in  the  proposition.  What  further  assistance  will  you 
be  able  to  furnish  in  the  matter  ?  I  have  given  an  order  for 
the  other  things  which  you  have  requested.  When  their  work 
is  done  at  the  place  they  are  now  working,  there  will  be  other 
things  to  which  they  can  devote  their  attention.  Can  there 
be  anything  plainer  ?  It  therefore  seems  that  their  time  has 
been  given  to  this  work  in  a  proper  manner.  No  other  plan 
will  succeed  so  well  (Es-Lay).  The  progress  he  has  had  in  this 
matter  is  very  wonderful. 


The  characteristic  of  heroism  is  its  persistency. 


Success — do  it  now  ;  failure — wait  till  to-morrow. 


On  the  great  clock  of  time  there  is  but  one  word, — now. 


"  Failure  is  only  endeavor  temporarily  off  the  track.     How 
foolish  it  would  be  to  abandon  it  in  the  ditch  ! " 


LESSON  11 


HALVING. 

345.  Either  t  or  d  is  added  to  any  consonant-stroke  (with  or 
without  an  initial  or  final  hook,  loop,  or  circle)  by  making  the 
stroke  half-length. 


Adding  t  or  d. —  Paid,  bait,  bed,  bids,  bought,  brought, 
bright,  blood,  brood,  tight,  toad,  treat,  trade,  trait,  tried, 
trite,  dot,  deed,  died,  dried,  consecrate,,  date,  debt,  dude, 
insolent,  saddled,  feet,  foot,  fate,  penned,  pained,  tint, 
tinned,  drowned,  daft,  raft,  around,  round,  stand,  deadly, 
detail,  grieved,  soft,  grant,  grand,  court,  cold,  gold,  cau- 
tioned, groaned,  splints,  supplants,  sprained,  strained,  settled, 
sanctioned,  flight,  bent,  bend,  band,  front,  friend,  taint,  quote. 


v  P     V  I      n     -^   ^    -^    x-~ 

^..•*-Z?..\r^.{..\*±..° .j:. 


2Z?!L±±^^^  

o 

Gratitude,  navigate,  Bedford,  moved,  delightful,  provoked, 
shield,  short,  shirt,  sheered,  actually,  benefit,  present,  ticket, 

141 


142  HALVING 

attribute,  bitter,  bitterly,  sweetened,  swept,  fertile,  virtually, 
silent,  engraft,  shortly,  watched,  acceptable,  restraint,  res- 
taurant, statement,  spending,  private,  provide,  invite-ed-ation, 
confident,  exalt,  identified,  associates,  devoted,  ill-humored, 
fundamental,  transient,  impatient,  gratify,  gratified,  quotient, 
rampant,  officiate,  participate,  participant,  create,  occasioned, 
cushioned,  category,  catalogue,  completely,  partly,  catechism, 
ornament,  decorate,  dedicate,  wrecked,  erect,  hypocrite,  war- 
rant, credit,  credited,  cattle,  schedule,  cotton,  academy,  re- 
lent, particle,  prodigal,  affidavit,  vindicate,  fountain,  painting, 
fatal,  fatally,  vital,  amendments,  effort,  Bradford,  mitigate, 
method,  Oxford,  impart,  scattered,  situate-d,  wicked,  sur- 
round, catastrophe,  threshold,  deteriorated,  birthright,  con- 
tinent, ministry,  co-operate,  correspond,  patient,  apportioned, 
prohibit,  probate,  deftly,  divert,  fondly,  destined,  arrogate, 
rugged,  rigid,  tantalize,  courtesy. 

346.  On  four  strokes,  however,  —  Lay,  Ar,  Em,  and  En,  — 
either  simple  strokes,  or  with  initial  or  final  circles  or  loops 
(but  not  with  initial  or  final  hooks),  t  is  indicated  by  making 
the  stroke  light,  while  d  is  indicated  by  making  the  stroke 
heavy;  thus:  — 


Adding  t.—  1.  Light,  late,  loot,  polite,  twilight,  slight, 
consult,  sleet,  slate,  lately,  onslaught,  sunlight,  annihilate, 
ultimo,  pilot,  neatly,  mutilate-d,  knelt,  lights,  vascillating, 
capitulate,  exalt. 


Adding  d.  —  2.  Lied,  lead,  laid,  hold,  loud,  compelled, 
upheld,  foiled,  sealed,  slide,  sold,  sailed,  retold,  compiled, 
foothold,  loads,  mold. 


Adding  t.  —  3.  Art,  hurt,  heart,  sort,  retail,  retired,  retard, 
Hartford,  artful,  heartfelt,  heretic. 


Adding  d. — 4.  Hard,  heard,  pondered,  hardened,  redeem, 
redeemed,  ardent,  compared,  arduous. 


HALVING  143 


Adding  t.— 5.  Might,  mate,  mote,  camped,  unkempt, 
remote,  submit,  smite,  estimate,  ultimate,  promote,  permit, 
prompt,  limit,  humiliate. 


Adding  d.— 6.  Mead,  middle,  mode,    combed,   handmaid, 

midst,  midnight,  modes,  steamed,  ransomed.  .    . 

~-  5T_  _T_  _Y-  -  -  -s--t£.-k  *i*?-  iL  it  b-i^-^>-tT-  jbs 

Adding  t. —  7.  Neat,  night,  knit,  note,  gnat,  sent,  inter- 
ested, assent,  sentiment,  interest,  interesting,  definite,  noti- 
fied, intention,  ointment,  intent. 


Adding  d. —  8.  Nod,  need,  neighed,  send,  sand,  moistened, 
hastened,  telephoned,  shortened,  shorthand,  listened,  main- 
tained, handled,  straightened,  astounding,  needs,  hands, 
intend,  indolent,  end,  command,  hand,  threatened,  fright- 
ened, commandment. 

347.  It  should  be  particularly  noted  that  every  modified 
consonant-stroke  (with  initial  or  final  hooks,  large  or  small) 
made  half-length  adds  either  (observe  the  word  either)  t  or  d; 
while  on  the  four  simple  strokes  named  above,  with  or  without 
the  circle  or  loop  modifications,  initial  or  final,  t  is  added  if 
made  light,  and  d,  if  made  heavy.  These  same  strokes, —  Lay, 
Ar,  Em,  and  En, —  having  initial  hooks,  with  strokes  made 
light,  and  half-length,  add  either  t  o.r  d,  as  is  the  case  with 
all  hooked  consonants  ;  thus  : — 


Adding  Either  t  or  d.— Wilt,  wild,  wield,  went,  wend, 
wind,  waned,  wildly,  we  met,  were  made. 

348.  If  made  heavy,  they  are  read  Yeld,  Vert-d,  Mert-d, 


144 


HALVING 


Yield,  convert,  mortal,  in  order,  honored,  sneered, 
humored. 

349.  When,  however,  these  four  strokes  have  final  hooks, 
if  the  stroke  is  made  light,  either  t  or  d  is  added  ;  as, — 


Lint,  lend,  arrant,  errand,  mint,  mend,  anoint,  nooned, 
lined,  lent,  rent,  around,  round,  rained,  arraigned. 

350.  If  these  strokes  have  final  hooks,  and  are  made  heavy, 
instead  of  being  read  Lay,  Ar,  Em,  and  En,  they  are  read 
Yaynd,  Waynd,  Empend,  Ingend. 


Your  hand,  swooned,  impugned,  England,  sanctioned,  im- 
patient, impassioned. 

351.  The  following  table  will  illustrate  the  foregoing  state- 
ments : — 

Simple  Strokes. 

~^     Ar     ,— N     Etn      ^-^    En 
-N    Art       —    Met       ^     Net   (adding  t) 
">    Ard       ~    Med       ^    Ned  (adding  d  ) 

INITIAL  HOOKS  —  LIGHT  STROKES. 

Fert-d        Wemt-d        Went-d  (either  tor  d  ) 
INITIAL  HOOKS  —HEAVY  STROKES. 

Vert-d        Mert-d        Nert-d  (either  t  or  d  ) 
FINAL  HOOKS  —  LIGHT  STROKES. 

V  - «-»   .  o 

Arnt-d        Ment-d  .     Nent-d  (either  tor  d  ) 

FINAL  HOOKS  —  HEAVY  STROKES. 


r   Let 
r  Eld 

c 
Welt-d 


r 

Yelt-d 


r 
Lent-d 


Yaynt-d 


"5 

Waynt-d 


Empend        Ing-end  (either  t  or  d  ) 


353.  When  standing  alone,  Let  is  always  written  upward. 
Eld  is  generally  written  downward ;  sometimes,  however,  it 
can  not  be  so  written  conveniently,  when  Let,  the  upward 
stroke,  is  employed  ;  as, — 


HALVING  115 


Muzzled,  ancient  world,  embezzled,  swallowed,  reviled,  Old 
and  New  Testament,  assailed. 

353.  Half-length  Ray,  without  hooks,  is  never  used  alone, 
Ray-Tee,  Ray-Dee  being  employed  for  such  words  as  write, 
rate,  reed,  road.  Ret  or  Red  is,  however,  frequently  used  in 
connection  with  other  strokes;  as,  — 


Writing,  written,  longhand  writing,  retain,  retained,  or- 
dained, right  hand,  redound,  penetrate,  .obliterate,  article, 
periodical,  radical,  ordinance,  kindred,  resort-ed,  artistic, 
exhort,  import,  merit,  heritage,  dart,  coward,  certify,  theo- 
retical. 

354.  Hay  without  a  final  hook  is  never   made   half-length. 
Such  words  as  haughty   and  ahead   are  written    Hay-Tee, 
Hay-Dee. 

Names  of  Half-Length  Signs. 

355.  The  syllable  et  or  ed   may  be  added  to  the  name  of 
the  full-length  stroke,  or  simply  the  sound  of  t  or  d,  accord- 
ing to  the  sound  indicated  by  the  sign  ;  thus : — 

Pet  or  Ped,  Tet  or  Ted,  Kef,  or  Ked,  Let,  Eld,  Telt  or  Teld, 
Pret  or  Pred,  Pent  or  Pend,  Kayshont  or  Kayshond. 

356.  Order  of  Vocalizing  and  Reading  Half = Lengths.—  A 
vowel  placed  after  a  shortened  stroke  is  read  next  after  the 
stroke;  a  final  hook  (.large  or  small),  if  any,  is  read  next,  fol- 
lowed by  the  sound  denoted  by  halving,  after  which  the  final 
circle  or  loop  (large  or  small),  if  any,  is  read  ;  thus  : — 


Drifts,  splints,  supplants,  students. 

357.  Therefore  it  follows  that  a  vowel  occurring  after  t  or  d 
expressed  by  halving,  must  be  omitted;  as,  anticipate  H-     !  o* 
written  before  a  following  stroke;  as,  esteem    ^ 
10 


146  HALVING 

358.  It  should  also  be  particularly  noticed  that  t  or  d  pre- 
ceding a  final  vowel  or  vowels  must  be  expressed  by  the  stroke 
Tee  or  Dee  ;  as  :  — 


Notes,  notice,  need,  needy,  vote,  veto,  quite,  quiet,  paid, 
poet,  jute,  Jewett. 

359.  There  are  many  clear  distinctions  arising  from  a  ju- 
dicious use  of  the  halving  principle  and  the  use  of  the  strokes 
Tee  and  Dee.  As  stated  in  another  connection,  it  will  gener- 
ally be  found  best  to  write  with  a  longer  outline  those  words 
that  have  more  vowel  sounds  than  others  of  the  same  conso- 
nant sounds  •  as,  — 


Might,  mighty,  bed,  abed,  fold,  fallowed,  lied,  allowed, 
sold,  solid,  ruined,  renewed,  doubt,  duet,  duty,  lot,  allot,  act, 
acute,  stirred,  sturdy,  needy,  nod,  annoyed,  dent,  denied. 

360.  Since  straight  strokes  are  never  made  one  length  and  a 
half,  it  is  necessary  to  disjoin  the  half-length  strokes. 


Attitude,  critic,  emphatic,  escheat,  betterment. 

361.  The    angle    between    half-length  strokes   and    other 
strokes  must  be  clearly  defined,  that  the  outlines  may  not  at 
times  be  mistaken  for  lengthened  strokes  ;  that  is,  care  must 
be  used  in  writing  Let-Pee,  or  it  will  be  mistaken  for  Prel  ; 
Met-Tee,  for  Trel,  etc. 

362.  In  a  few  cases  where  it  would  be  inconvenient  to  write 
Est  downward,  it  may  be  written   upward,  when  it  is  called 
1st  ;  as,  — 


Visionist,  opinionist,  excursionist,  prohibitionist. 


HALVING  147 

363.  However,  when  following  Fen  and  Yen,  the  downward 
form    is   preferable   because  of  the  distinction  it  offers  from 
Shay  made  half-length;  as,      ^   {., 

Finest,  finished,  vainest,  vanished. 

Position  of  Half-Length   Strokes. 

364.  The  position  of  half-length  signs  may  be  stated  thus  : 
For  inclined  and  vertical  strokes,  first  position,  one-half  space 
above  the  line  of  writing;  second  position,  on  the  line;  third 
position,  through  the  line.     For  horizontal  strokes,  first  posi- 
tion, one  space,  or  the  height  of  a  Tee,  above  the  line  ;  second 
position,  on  the  line  ;  third  position,  half  space  below  the  line. 

365.  The  words  put,  about,  and  doubt  are  not  written  in 
harmony  with  the  foregoing  statement,  but  are  placed  below 
and  free  from  the  line,  the  more  clearly  to  distinguish  them 
from  the  numerous  signs  that  are  written    through  the  line. 
These  three  are  th'e  only  words  having   inclined   half-length 
strokes  written  below  the  line. 

366.  In  phrasing,  the  first  position   may  be  considered  as 
extending  from  one-fourth  of  a  space  above  the  line  of  writing, 
to  one  and  one-half  spaces  above  ;  as, — 

1 

I  had  not,  on  time. 

367.  Sometimes  it  is  best  to  change  the  form   because  of 
the  impossibility  of  employing  the  signs  which  would  other- 
wise be  used  ;  as, —         .v- 


Entail,  needle,  fatal,  vital,  untold,  retold,  retail. 

368.  The  endings  er,  or,  ure,  etc.,  following  a  half-length 
stroke,  are  generally  indicated  by  changing  the  half-length  to 
a  full  length,  and  adding  the  stroke  Ter  ;  as,  — 


Act,  actor  ;  pat,  patter. 

369.  Sometimes  the  preceding  stroke  is  lengthened  to  add 
the  sound  of  er,  etc.;  as,  — 


148 


HALVING 


Operate,  operator  ;  separate,  separator  ;  educate,  educator  ; 
speculate,  speculator  ;  tempt,  tempter. 

370.  The  principle  last  named  is  also  frequently  employed 
in  connection  "with  derivative  word-signs  when  the  primitive 
word  ends  in  a  full-length  stroke  ;  as, —  <y    & 

Instruct,  instructor. 

WORD-SIGNS  —  Half-Lengths. 

371.  Many  of  the  word-signs  in  this  list,  as  well  as  in  some 
of   the   lists  immediately   preceding,    are   simply  unvocalized 
forms. 


3  put  (below  and  free  from 

the  line) 
3  hoped  (through  the  line) 

2  except-ed 

3  accept-ed-ation-ance 
3  stupid-ity-ness 

1  complete-ness,  complied 
3  applied 

1  particular-ly,  appeared 

2  opportunity,  pretty 

3  part 

1  spirit 

2  separate,  expert 

1  profit-ed-able,  prophet 

2  proved,  prove  it,  provi- 

dent-ce 

3  approved 

1  upon  what 

2  upon  it 

1  spontaneous-ness,  spon- 

taneity 

2  expend-iture 

3  expand 

2  stupendous-ness 

1  complaint 

2  plenty,  plentiful-ly-ness, 

plaintiff,  complained 

3  applicant 

2  comprehend-cd 

3  apprehend-ed 


rt  2  explained,  splendor 
^  3  supplant-ed 

^    3  superintend-ed-ent-ence 

1  body,  by  it,  by  what 
^    2  be  it,  be  had,  beauty- 

iful-ly 
3  about  (below  and  free 

from  the  line) 
1  exhibit-ed 


1  build-ing,  built,  ability 

2  behold,  beheld,  able  to 

1  abroad 

2  remembered 
2  before  it 

1  behind,  combined 

2  be  not,  abundant-ce 

3  bounty-ful-ness 

1  it  ought 

2  take  it 

3  at  it,  it  had,  it  would 

1  as  it  ought 

2  stood 

3  as  it  would,  as  it  had 

1  consisted 

2  existed 

1  constitute-d 

2  stated 

1  till  it 

2  told,  tell  it 

3  until  it 


WORD-SIGNS 


149 


C    2  it  will  have  had 
1    2  toward 


1  it  ought  to  have  had 
3  it  would  have  had 

1  contrived 

1  it  ought  not,  contained 

2  it  not,  tend-ency 

3  attained,  it  had  not,  it 

would  not,  at  hand 

1  constant 

2  extent,  extend 

1  consistent 

2  existent,  sustained 


r   1  child-hood,  which  will  it 

1  cheered 
7    2  which  are  had 

3  which  were  had,  char- 
ity-able 

1  which  ought  to  have 
I  had-it 

£    2  which  have  had  (or  it) 

3  which  would  have  had-it 

1  such  ought  to  have 
„  had-it 

c    2  such  have  had-it 

3  such  would  have  had-it 


J 


1  which  ought  not 


0    1  constituent 

l>       Will  111     WWU1U     U<JU 

j 

r  1  which  will  not 

r    1  it  will  not 

t/ 

•j 

^    2  exaggerate-d 

P  1  tolerant 

1  gentlemen 

L  2  transient 

/    2  gentleman 

1  did 

3  imagined 

\    2  do  it 

1  quite 

3  had  had,  had  it  (through 

2  could 

the  line) 

2  sect-arian 

1     3  doubt-ed  (below  and  free 

3  exact-ed-ness-ly 

from  the  line) 

c_  1  we  could 

p    1  delight-ed 
1     3  delude-d,  dilute-d 

1  called,  equaled,  quality- 
c—          ative 

1  deride-d 

3  conclude-d 

1    2  dread-ed 

1  skilled 

3  during  it 

e—  2  exclude-d 

<]    1  considered,  considerate- 

3  seclude-d,  schooled 

ness 
<*'  1  unconsidered,  inconsid- 

1 according-ly,  creature 
<—  2  cared,  occurred,  court 

erate-ness 

3  cured,  accurate-ness 

%  1  derived,  derivative 

^_  3  secured-ity 

1  did  not 

J    2  do  not 

fr~  3  unsecured,  insecurity 

3  had  not 

1  can  not,  kind 

j>   2  accident-al-ly 

—  >  2  account,  county 
3  countenancc-d 

(j  1  conditioned 
1  which  it,  which  ought 

o__,  1  consequent-ly 

/  3  which  would-had 

<__,  1  we  can  not 

1  such  ought 

1  God 

f  3  such  would-had 

—  2  good 

150 


WORD-SIGNS 


<-  1  guilt-y 

r    1 

*    3 

<—  2  great 

i 

-3  2  gave  it 

c-3  3  grand-eur 

0    3 
3 

1  if  it,  feature 

^    2  after,  for  it,  for  what 

3  future-ity 

1 
)    2 

^  3  footstep 

1  fault-y,  followed,  filled, 

-t 

fill  it,  feel  'it 

i 

A 

<L    2  failed,  felt,  for  all  it- 

had-would 

3  fooled 

3 

cs     1  from  what 

)    2 

1     2  from  it 

1 

1  if  not 

^    2  for  not 

J    2 

3  found-ed-ation 

3 

^>   1  frequent-ly 

1 

1  of  it,  avoid-ed-ance 

•  2 

•L  2  have  it-had,  evident-ce 

3 

3  halved 

o 

}    3 

^   3  valued 

1 

1  over  it,  convert-ed 

r    2 

^  2  virtue 

3  avert-ed 

'   2 

1  convened,  convenient-ly 

^*  2  have  not 

g-    1 

.   1  thought 

1 

C   2  think  it 

C 

_  1  authority-ative 

'  2  throughout,  through  it 

s    2 

1  that,  they  ought 

/°  2 

(  2  without 

X"    ^ 

3  they  would-had,  though 

C 

it 

r  * 

C  1  with  all  it 

C  l 

1  there  ought 

•)  2  there  it 

^    1 

3  there  would-had 

6 

1  within  it,  they  ought  not 

\      2 

C  2  then  it 

y.       0 

3  than  it-had-would,  they 

0 

would  not,  they  had  not 

<S  2 

they  will  not 
thou  wilt  not 

1  on  either  hand,  there 

ought  not 
on  the  other  hand 
3  there  would  not,  there 
had  not 

1  astonish-ed-ment,  see  it 
)    2  establish-ed-ment,  so 

had,  say  it 

it 

2  as  it,  has  it,  hesitate-d- 

ation 
used 

was  to  have  had 

wished,  she  ought, 

wish  it 
shall  it 

she  had-would,  issued 
she  ought  to  have  had 
shall  have  had 
she  would  have  had 
assured 
shared 

little,  all  it,  will  it 
let,  will  have  had 

all  its,  little  as-is' 
let  us-his 
as  little 

1  while  it,  we  will  have 

had 

2  world 
2  seldom 

2  Old  Testament 
1  will  not 
1  we  will  not 

1  Lord,  read,  ordinary 

2  heard  (rarely,  word) 
2  are  not 

2  concerned 
<•  2  certain-ly-ty 


WORD-SIGNS 


151 


2  word,  were  it,  where 

1 

imponderable-ility 

it-had 

/~b  2 

impenetrable-ility-nes«t 

1  arrived 

o3 

impatient 

?   2  hereafter 

^3 

impassioned 

1  we  are  not 
"    2  were  not 

1 

not,  in  it,  in  what, 
interior 

^->  2 

nature 

(S  1  we  were  not 

3 

anterior 

^  ]  might-y 
2  may  it,  make  it 

4 

0 

W3 

to-night 
under,  hundred-th 
owned,  hand-ed 

^  1  immediate-ly 

_     f) 

New  Testament 

2  made 

1 

is  not 

1  somewhat 

o^  2 

h-as  not,  century 

2  sometime 

1 

want-ed,  when  it-had- 

o    3  consumed 

C_^ 

2 

would 
one  would-had 

1  we  might,  we  met,  we 

<r^           made 

^   1 

in  order 

2  were-met,  were  made 

*^   1 

infinite-ly-ity-itude 

1  immortal-ly-ity 

o 

«_3     -' 

on  (the)  one  hand 

^   2  mortal-ly-ity 

V     1 

ignorant-ly 

Imf  nH 

MI  iiiti 

Q 

intercession 

2  may  not,  am  not, 

^_j          amount-ed,  mental- 

1 

England 

ly-ity 

^f    3 

lengthened,  longhand 

3  movement 

1 

why  not 

^    3 

wound-ed 

t-s  2  examined 

°i   l 

swindle-d 

1  we  may  not,  we  meant 

^  2  were  meant 

r  ! 

yield-ed 

O2  mentioned 

r  2 

your  hand 

SENTENCE  PRACTICE. 


152 


SENTENCE  PKACTICE 


SENTENCE  PRACTICE 


153 


S<i-^___ 
0 


^AVr---X 

^^J-C^.^^-^^-^—-—-^-- 


i^/^ 


<,       *_--— A       |          n       ^j 

}r~    — Vf-j- 

sL  £  _M  L-z.  _  s^---^- 


^m/^j ^rtri<kv /x-jy^^V-v-f-.-^fix- 


154  SENTENCE   PRACTICE 

372.  We  have  no  doubt  that  he  has  told  us  the  truth  in  re- 
gard to  the  matter.  It  was  thought  that  he  would  not  do  tin; 
work.  If  it  seems  best  after  you  have  seen  them,  we  shall  be 
glad  to  accompany  you.  We  want  it  particularly  understood 
that  it  is  not  according  to  our  ideas.  It  is  not  particularly  de- 
sirable to  meet  them  immediately,  under  the  circumstances. 
We  are  somewhat  at  a  loss  to  know  what  to  do.  In  order  that 
we  may  be  able  to  account  for  the  loss  he  has  sustained,  we 
should  fully  investigate  the  matter.  He  was  astonished  at  the 
wonderful  growth  that  has  been  made  since  he  was  there  the 
last  time.  I  have  wished  for  some  time  that  we  might  see 
them.  We  want  you  to  come  immediately.  When  you  have 
opportunity  to  do  so,  we  hope  you  will  let  us  hear  from 
you.  We  doubt  very  much  whether  he  can  get  to  that  place 
before  it  is  dark.  We  are  not  particular  whether  he  attends 
the  meeting  or  not.  He  seemed  not  able  to  attend  the  meeting, 
although  he  wanted  to.  Where  in  the  world  will  this  end?  I 
think  it  is  not  exaggerated  to  state  that  it  is  not  as  much  as 
you  think  it  is.  1  send  you  an  invitation.  It  was  a  great 
deed.  We  intend  to  attend  the  meetings.  It  is  understood 
that  two  can  be  secured.  It  is  quite  evident  that  much  can  be 
saved.  It  can  not  be  operated.  He  could  not  get  to  the  meet- 
ing. It  could  not  meet  the  needs.  Your  letter  of  recent  date 
at  hand,  and  contents  noted.  If  you  do  not  attend  that  meet- 
ing, I  shall  no  doubt  see  you  in  Boston,  as  it  is  my  intention  to 
go  there  after  that  meeting.  Resolute  thoughts  find  words  for 
themselves,  and  make  their  own  vehicle.  We  weep  over  the 
dead  because  they  have  no  life,  and  over  the  living  because 
they  have  no  perfection.  Our  hearts  should  be  filled  with 
gratitude  when  we  encounter  the  wonderful  works  of  God. 
The  travelers  set  out  early,  and,  before  the  close  of  the  day, 
arrived  at  the  destined  place.  A  single  hour  in  the  day, 
steadily  given  to  the  study  of  an  interesting  subject,  brings 
unexpected  accumulations  of  knowledge.  Let  us  further  con- 
sider the  points  in  this  subject.  As  yet,  science  has  hardly 
penetrated  beneath  the  surface  of  nature.  In  the  solemn  si- 
lence of  the  mind  are  formed  those  great  resolutions  which 
decide  the  fate  of  men.  From  the  little  root  of  a  few  letters, 
science  has  spread  its  branches  over  all  nature,  and  raised  its 
head  to  the  heavens.  In  not  learning  your  business  perfectly, 
you  can  not  give  satisfaction  to  your  employer  We  can  not 


SENTENCE  PKACTICE  155 

turn  in  any  direction  where  the  Creator's  love  does  not  smile 
around  us.  We  can  not  raise  the  moral  standard  of  the  de- 
pressed classes  till  we  have  first  improved  their  social  condi- 
tion. Remember  your  own  feelings  in  order  that  you  may 
judge  of  the  feelings  of  others.  I  know  of  no  great  expounder 
of  moral  principle,  I  know  of  no  eloquent  teacher  of  divine 
truth,  who  is  more  useful  in  God's  world  than  a  business  man 
who  carries  his  religion  into  his  business.  All  our  mental  per- 
ceptions suggest  their  opposites,— the  finite,  the  infinite;  the 
seen,  the  unseen  ;  time,  eternity  ;  creation,  a  God.  It  has  long 
been  a  subject  of  inquiry  whether  there  existed  in  nature  a 
universal  language.  A 'celebrated  modern  writer  says,  "Take 
care  of  the  minutes,  and  the  hours  will  take  care  of  them- 
selves." We  should  be  enterprising  in  the  exercise  of  our  own 
minds,  and  in  exploring  the  great  sources  of  truth, —  nature, 
man,  revelation.  Benefits  should  be  long  and  gratefully  re- 
membered. Be  vitally  and  practically  interested  in  the  well- 
being  of  all.  Within  and  without  us  are  many  foes  to  recti- 
tude. Let  holiness,  goodness,  virtue,  be  to  you  the  pearl  of 
great  price.  All  that  charms  the  eye,  or  the  ear,  or  the  imagina- 
tion, or  the  heart,  is  the  gift  of  God.  The  great  object  of  edu- 
cation is  not  to  store  the  mind  with  knowledge,  but  to  give 
activity  and  vigor  to  its  powers.  A  government  directing 
itself  resolutely  and  steadily  to  the  general  good,  becomes  a 
minister  of  virtue.  It  will  not  be  possible  to  grant  the  request 
they  have  made,  for  it  is  evident  that  we  can  not  yield  to  a 
sentiment  which  it  is  certainly  not  the  better  part  of  wisdom 
to  adopt.  We  can  hardly  do  anything  else  for  you  under  the 
circumstances,  and  I  am  not  at  all  certain  that  what  we  have 
done  can  be  continued.  I  note  that  you  expressed  some  broad 
ideas  in  regard  to  the  policy  that  should  be  adopted.  It  will 
not  be  long  before  sonle  decision  will  be  reached  on  this  matter. 
I  have  no  doubt  but  that  excellent  results  will  be  .realized; 
consequently  I  have  no  desire  to  see  the  sentiment  prevail 
that  seems  to  be  dominant.  I  have  not  heard  from  it  for  a 
long  time.  We  hope  to  see  them  between  now  and  the  time 
you  have  stated.  If  that  is  so,  then  there  must  be  very 
little  further  that  is  absolutely  necessary  to  do  in  the  matter. 
It  is  good  to  make  earth  and  ocean,  winds  and  flames,  sun  and 
stars,  tributary  to  our  well-being;  how  much  better  to  make 
them  minister  to  spiritual  wants,  teachers  of  heavenly  truth, 


156  SENTENCE  PRACTICE 

guides  to  a  more  glorious  Being  than  themselves,  bonds  of 
union  between  man  and  his  Maker!  Ye  who  still  linger  on 
the  threshold  of  life,  doubting  which  path  to  choose,  remem- 
ber that,  when  years  shall  have  passed,  and  your  feet  shall 
stumble  on  the  dark  mountain,  you  will  cry  bitterly,  but  cry  in 
vain,  "O  youth!  return:  oh!  give  me  back  my  early  days." 
All  our  conduct  toward  men  should  be  influenced  by  this  im- 
portant precept:  "Do  unto  others  as  ye  would  that  others 
should  do  unto  you."  We  all  admire  this  sublime  passage: 
God  said,  "  Let  there  be  light ;  and  there  was  light."  As  the 
fire-fly  shines  only  when  on  the  wing,  so  it  is  with  the  human 
mind  :  when  at  rest,  it  darkens.  As  the  pupil  is  often  obliged 
to  bend  all  his  faculties  to  the  task  before  him,  and  tears  some- 
times fall  on  the  page  he  is  studying,  so  it  is  in  the  school  of 
God's  providence :  there  are  hard  lessons  in  it.  This  is  certain  : 
nothing  can  be  done  without  a  recurrence,  before  everything 
else,  to  strict  justice  in  all  the  departments  of  human  inter- 
course. Character  is  like  stock  in  trade :  the  more  of  it  a  man 
possesses,  the  greater  his  facilities  for  making  additions  to  it. 
Nothing  is  denied  to  well-directed  labor;  nothing  is  ever  at- 
tained without  it.  Laziness  grows  on  people:  it  begins  in 
cobwebs,  and  ends  in  iron  chains.  Truth  is  the  basis  of  every 
virtue.  It  is  the  voice  of  reason.  Let  its  precepts  be  re- 
ligiously obeyed.  Never  transgress  its  limits.  The  more  sym- 
pathies we  gain  or  awaken  for  what  is  beautiful,  by  so  much 
deeper  will  be  our  sympathy  for  that  which  is  most  beautiful, — 
the  human  soul.  Kings  and  their  subjects,  masters  and  slaves, 
find  a  common  level  in  two  places, —  at  the  foot  of  the  cross 
and  in  the  grave.  (1223  words.) 

QUESTIONS  ON   LESSON   11. 

1.  For  what  purpose  is  a  stroke  made  half-length  ? 

2.  May  the  stroke  be  otherwise  modified  ? 

3.  In  what  manner  ? 

4.  Name  four  strokes  where  a  distinction  is  made  between 
the  addition  of  t  and  of  d. 

5.  Is  this  distinction  observed  when   these   strokes  have 
either  initial  or  final  hooks,  large  or  small.? 

6.  Does  the  distinction  relate  only  to  the  simple  consonant- 
stems  with  the  circle  and  its  modifications, —  Iss,  Ses,  Steh, 
and  Ster  ? 


REVIEW  157 

7.  What  two  strokes  without  hooks  are  never  made  half- 
length  ? 

8.  How  are  the  half-length  strokes  named  ? 

9.  State  the  order  of  vocalizing  and  reading  half-lengths  ? 

10.  How  are   final   t  and  d   indicated  when  followed  by  a 
vowel  ? 

11.  Can  straight  strokes  be  made  one  length  and  a  half  ? 

12.  What  is  done  instaad  ? 

13.  State  the  three  positions  of   inclined  and  vertical  half- 
length  strokes. 

14.  Of  horizontal  half-length  strokes  ? 

15.  Name  the  three  exceptions  to  this  general  rule. 

16.  State  to  what  extent  the   position  of   signs  in  the  first 
position  may  be  shifted  in  phrasing. 

iV  For  the  purpose  of  writing  a  derivative  word  ending  in 
er,  or,  ure,  etc., —  the  primitive  of  which  ends  in  a  half- 
length  —  what  kind  of  stroke  is  frequently  employed  ? 

REVIEW   EXERCISE   u. 

Write  the   proper  word-signs  in   the  following   sentences, 
vocalizing  other  words  where  necessary  : — 

Angry  thoughts  canker  the  mind,  and  dispose  it  to  the 
worst  temper  in  the  world, —  that  of  fixed  malice  and  revenge. 
Let  us  employ  the  powers  which  our  Creator  has  given  us,  in 
such  a  manner  as  will  be  fitted  to  purify  and  elevate  our  nature.. 
That  idea  is  very  happily  applied,  at  least  under  one  of  its 
forms.  The  knowledge  of  any  one  truth  acts  as  an  introducer 
and  interpreter  between  us  and  all  its  kindred  truths.  A  great 
mind  is  formed  by  a  few  great  ideas,  not  by  an  infinity  of  loose 
details.  We  should  look  on  character  acquired  here  as  the 
condition  of  happiness  hereafter.  In  the  formation  of  char- 
acter, we  know  that  man  has  to  lay  its  foundation  for  himself. 
It  is  not  in  our  power  to  change  the  established  order  of  things. 
From  the  hour  at  which  printing  was  invented,  the  brain  and 
not  the  arm,  the  thinker  and  not  the  soldier,  books  and  not 
kings,  were  to  rule  the  world.  The  discourse  consisted  of  two 
parts:  in  the  first  was  shown  the  necessity  of  exercise  ;  in  the 
second,  the  advantages  that  would  result  from  it.  The  infinity 
of  worlds,  and  the  narrow  spot  of  earth  which  we  call  our 
country  or  our  home  ;  the  eternity  of  ages,  and  the  few  hours 
of  life;  the  almighty  power  of  God,  and  human  nothingness, — 


158  REVIEW 

it  is  impossible  to  think  of  these  in  succession,  without  a  feel- 
ing like  that  which  is  produced  by  the  sublimest  eloquence. 
The  faithful  man  acts  not  from  impulse,  but  from  conviction, — 
conviction  of  duty, — the  most  stringent,  solemn,  and  inspiring 
conviction  that  can  sway  the  mind.  Above  all  the  fret  and 
tumult  of  actual  existence,  above  the  decrees  of  earth's  nom- 
inal sovereigns,  above  all  the  violence  and  evil  which  render 
what  is  called  history  so  black  a  record  of  folly  and  crime, — 
above  all  these,  there  have  ever  been  certain  luminous  ideas, — 
pillars  of  fire  in  the  night  of  time, — which  have  guided  and 
guarded  the  army  of  humanity,  in  its  slow  and  hesitating,  but 
still  onward,  progress  in  knowledge  and  freedom. 


A  Fundamental  Principle  in  Selecting  Shorthand  Outlines. 

It  is  a  fundamental  principle,  upon  which  all  shorthand 
text-books  endeavor  to  elaborate,  that  the  syllabication  of 
words  forms  the  basis  for  the  choice  in  structure  of  shorthand 
outlines;  that  is,  the  outline  should  conform  to  the  pronuncia- 
tion of  the  word  as  closely  as  possible.  The  form  selected 
should  also  have  reference  to  ease  of  vocalization.  In  cases 
of  conflict,  the  more  frequent  word  is  given  the  briefer  form. 


In  selecting  the  form  for  words  containing  long  vowels,  or 
diphthongs,  choose  that  form  which  will  be  easy  of  vocaliza- 
tion;  while  words  containing  short  vowels,  which  are  more 
obscure  sounds,  may  be  represented  by  strokes  which  do  not 
admit  of  such  easy  vocalization.  In  other  words,  longer  forms 
for  long  vowels ;  shorter  forms  for  short  vowels. 


PART   II 


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MODIFICATIONS   OF   GRAHAM  SHORTHAND 


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162  PHEASING  AND   ABBREVIATION 

PRINCIPLES  OF  PHRASING  AND  ABBREVIATION. 

Special  attention  is  directed  to  the  fact  that  Part  II  is  a 
review  of  the  modifications  introduced  in  Part  I,  applying 
these  modifications  in  a  fuller  and  more  practical  way,  es- 
pecially in  the  writing  of  phrases.  It  will  be  proper  at  this 
point,  and  of  greater  benefit  to  the  student  than  at  any  other, 
to  review  the  steps  already  taken,  and  thus  be  prepared  to 
take  up  advanced  work  more  understandingly. 

To  fully  and  readily  comprehend  the  following  statement 
the  student  should  turn  to  the  preceding  table  showing  initial 
and  final  consonantal  modifications  as  set  forth  in  Part  I. 
For  the  purpose  of  taking  a  bird's-eye  view,  as  it  were,  of  the- 
entire  field  covered  by  the  modifications,  reference  should  be 
made  to  the  table,  and  a  careful  examination  made  of  the 
entire  scope  presented.  It  will  be  seen  that  the  first  modifi- 
cation introduced  was  the  circle,  then  the  loop,  both  being 
written  large  and  small,  initially  and  finally  (followed  by  the 
ticks,  light  and  heavy,  and  the  semicircles,  large  and  small, — 
not  represented  in  the  chart,  however,  because  they  are  not 
modifications  of  consonant  stems) ;  these  were  followed  by  the 
initial  and  final  hooks,  written  large  and  small ;  the  initial  and 
final  backward  hooks  (the  In-  and  Eshon-hooks)  ;  followed  by 
the  principle  of  lengthening  and  of  halving  strokes,  with  or 
without  other  modifications. 

A  close  examination  will  show  that  it  is  absolutely  impossi- 
ble to  make  any  other  modification  of  any  practical  value  to 
any  of  the  consonant  stems.  Every  possible  change  of,  or  ad- 
dition to,  the  original  steins  has  been  made  that  can  be  made ; 
every  circle,  semicircle,  loop,  and  hook,  large  and  small,  initial 
and  final,  as  well  as  the  lengthening,  the  trebling,  and  the 
halving  of  strokes,  that  can  be  employed  to  advantage,  has 
been  introduced.  And  the  uses  assigned  these  modifications 
have  been  as  far  as  possible  in  accordance  with  the  frequency 
of  the  sounds  they  represent, —  the  more  frequent  the  sound, 
the  briefer  and  more  quickly  written  the  sign  selected  for  its 
representation.  Since,  then,  every  modification  of  any  prac- 
tical value  that  can  be  added  to  the  consonant  stems  has  been 
introduced,  and  has  been  fully  explained  in  the  preceding 
exercises,  it  will  now  be  in  place  to  take  up  the  same  modifica- 
tions, reviewing  them,  and  showing,  in  Part  II,  their  extended 
use ;  that  is,  how  they  are  applied,  and  for  what  purposes. 


PHRASING  AND  ABBREVIATION  163 

In  Part  I  the  modifications  presented  were  used  largely  in 
writing  parts  of  words  ;  that  is,  the  signs  indicated  by  the 
modifications,  represented  sounds,  primarily,  those  sounds 
generally  forming  parts  of  words.  But,  this  is  not  the  only 
use  of  these  modifications.  They  are  also  used  to  represent 
entire  words.  Part  II  is  devoted  to  illustrating  how  these 
modifications  are  used  to  represent  words,  and  hence  this  part 
necessarily  deals  largely  with  phrase-writing.  A  study  of  this 
Part  will  prepare  the  student  for  the  next  logical  step,  to  be 
taken  in  Part  III,  in  which  actual  work  is  taken  up,  and  all 
the  principles  previously  presented  are  applied. 

The  plan  of  this  work,  therefore,  is  as  follows:  Part  I  is 
devoted,  primarily,  to  writing  sounds,  introducing  modifica- 
tions for  the  purpose  of  securing  the  briefest  possible  signs  for 
sounds  (the  word-signs,  as  the  briefest  signs  for  all  the  fre- 
quent words,  being  designedly  classified  under  the  principle 
involved  in  each  exercise,  with  thorough  sentence  drills  to 
make  them  readily  available).  Part  II  illustrates  how  these 
modifications  are  used  in  writing  words,  especially  in  forming 
phrases.  Part  III  shows,  by  facsimile  outlines,  how  both 
words  and  phrases  are  woven  into  sentences  in  actual  work. 
Part  IV  shows,  by  facsimile  notes,  all  the  word-signs,  con- 
tractions, and  other  abbreviated  outlines  of  words  and  phrases 
in  common  use,  and  is  intended  for  reference  in  studying  the 
lessons  in  Parts  III  and  IV,  and  also  when  engaged  in  practical 
work  after  completing  the  series  'of  lessons  herein. 

Particular  attention  is  directed  to  the  fact  that  in  the 
following  lists  the  illustrations  appearing  in  parentheses 
are  explanatory,  or  indicative  of  slight  changes  of  forms  from 
those  under  consideration,  and  are  invariably  according  to 
the  principles  of  the  Graham  system. 

The  illustrations  contained  in  brackets  indicate  changes 
of  outlines  from  those  presented  in  the  publications  of  the 
Graham  system,  and  if  they  do  not  commend  themselves  to 
you,  you  are  strongly  recommended  not  to  use  them.  These 
suggested  outlines  have  been  selected  from  the  facsimile  notes 
of  the  writers  of  various  Pitmanic  systems,  as  set  forth  in 
text-book  or  periodical,  and  will,  it  is  believed,  not  be  found 
incompatible  with  the  principles  of  Standard  Phonography.  It 
might  be  said,  in  passing,  too,  that  the  author  is  personally 
responsible,  and  therefore  perhaps  blameworthy,  for  the  ap- 


164  PHRASING   AND  ABBREVIATION  . 

pearance  of  many  of  those  suggested  outlines.  However,  they 
have  been  found  very  helpful  in  general  work  and  in  business 
correspondence, —  lines  of  work  in  which  is  engaged  the  great- 
est number  of  stenographers. 

These  illustrations  are  not  presented  with  the  idea  that 
they  are  to  be  memorized, —  for  to  do  so  is  no  more  possible 
than  it  would  be  to  memorize  a  dictionary, —  but  simply  to  be 
used  for  reference.  In  fact,  that  which  led  to  the  preparation 
of  these  lists  is  a  knowledge  of  the  utter  futility  of  trying  to 
memorize  phrase-lists,  and  then  perhaps  waiting  a  long  time, 
likely  forgetting  the  form,  before  some  of  these  particular  ex- 
pressions are  used.  There  are  principles  underlying  the  forma- 
tion of  phrases,  and  it  is  these  underlying  principles  that  the 
illustrations  are  intended  to  set  forth.  Hence  the  stenographer 
having  these  lists  for  reference  can  be  guided  in  his  own  work, 
and  can  apply  the  principles  set  forth  where  the  frequency  of 
expression  demands  it,  without  the  necessity -of  memorizing 
everything  he  writes,  which  has  a  tendency  to  cause  constant 
hesitation  as  to  whether  this  or  that  form  is  being  written  ac- 
cording to  the  outline  he  has  endeavored  to  memorize.  Under- 
stand the  principle,  and  apply  it  in  your  own  work  when  fre- 
quency of  expression  requires  it.  Thus  the  writing  is  natural, 
and  is  done  without  uncertainty  and  hesitation. 

The  most  important  principles  are  indicated,  as  nearly  as 
may  be,  by  more  extended  examples,  the  most  important  in 
each  case  being  illustrated  first.  All  outlines  are  in  the  sec- 
ond position  unless  otherwise  indicated.  For  fuller  explana- 
tion of  position,  see  page  303. 

The  exercises  in  Part  II  will  afford  the  student  a  thorough 
drill,  especially  in  writing  phrases.  There  is  nothing  —  no 
device,  scheme,  plan,  short-cut,  absolutely  nothing — that  will 
•take  the  place  of  a  thorough  drill  in  shorthand  study  and  prac- 
tice, or  do  for  the  student  what  a  drill  will  do.  This  part 
should,  therefore,  be  devoted  more  particularly  to  a  drill  in 
shorthand  phrasing  than  to  questions  and  answers  as  in  pre- 
vious exercises.  After  studying  and  practicing  each  principle 
until  it  is  thoroughly  understood,  the  principle  may  be  applied 
by  the  student,  in  the  review  exercises,  which  contain  some  of 
the  most  frequent  and  useful  phrases  involved  in  the  principle 
under  consideration. 


ISS. 

373.  The  circle  Iss  may  be  joined  as  follows:  Initially  or 
finally   to    every   stroke,  —  full    length,   lengthened,    or    half- 
length,  —  whether  with  or  without  other  initial  or  final  modi- 
fications;  to  every  tick,  light  or  heavy;   to   the   semicircles, 
large  or  small  ;    on   strokes  otherwise  unmodified,  combined 
with  a  preceding  Iss,  making  Ses  ;  or  it  may  be  disjoined. 

374.  From  this  it  will  be  seen  that  there  is  practically  no 
limit  to  the  application  of  the  circle  Iss  to  any  of  the  conso- 
nant stems  or  other  modifications. 

375.  The  purposes  for  which  it  is  used  are  illustrated  in  the 
examples  shown  below  :  — 

Is:  it  is  I     is  the  other  (     then  it  is  t     for  theirs  is  the  \o 
His:  if  his  V.  promised  his  'Vr?   is  it  his  .3.       how  his  ...  of 

his.'!,     has  his  o    is  his  o 
As  :  as  if  it  were^      as  it  ought  .C.    as  that  ^     as  to  the  -t-  - 

as  would  -)-  as  it  ia  J      so  as  to  be  <^  whereas  ^  inas- 

much ^      forasmuch   L*       white  as  snow  V^      be  as 

scarlet\s—  <~    twice  as  long     li_/ 

Has:  which  has  L     as  it  has   <)     how  hasy    what  has.-. 
Us  :  for  us  ^  promised  us  retells  us  o    makes  us  T3  against 
us  -^>    with  us  G      invites  usv~"1o  all  of  us  v      (reminds 
"        costs  us  ~*D--)--  ) 


-\ 

Of  Us:  think  of  us  (.   two  of  us  <°    both  of  us^  either  of  us... 

rest  of  us.X    to  usward  v  each  one  of  us  X  .none  of  us^s> 
Self-:  selfish  3      self-conceit  i        self-evident  t      self-sacri- 

fice <r-^    self-government  ^    self-control  0 
•Self:  myself  ^   of  ourself  y__  like  ourself  ^f]     one's  self  <-c> 

of  itself  _^_  by  itself  v 
Circum-  :  circumference  C/"  circumvent  ^—   under  the  pres- 

ent circumstances  j 

r  —  \ 

•Wise:  (Generally  Way-Iss)  likewise.  ..   be  otherwise-V- 

House:  in  this  house  ~k    your  house  £     custom  house-tf-» 

keeps  house7\> 
City:  New  York"  City    ^ 
Sir  :  yes,  sir     £ 
Hast:  thou  hast  been    \ 

165 


166  CIRCLES  AND  LOOPS 

South:  southwest"^     [South  Dakota    £-.       ] 

Frequently  added  to  form  plural  (influences  ^°  ),  possessive 
case  of  nouns  (John's^  ),  or  third  person  singular  of 
verbs  in  the  present  tense  (comes  —  o  ).  Sometimes  omitted 
when  its  use  would  be  inconvenient  (once  moree_*-v).  ^ 
(Disjoined)  -bleness,  -fulness,  or  -someness:  feebleness.  .  ° 
8erviceablenesSoAoc  painfulness  \  wholesomeness  -<-_" 

SES. 

376.  The  circle  Ses  may  be  used  as  follows:  Preceding  or 
following    every    unmodified    consonant   stroke,    full    length. 
lengthened,  or  half-length;  preceding  straight  strokes  having 
Ar-hooks  ;  following  straight  strokes  having  En-hooks;  or  it 
may  be  disjoined. 

377.  Ses  may   not  be   used   following   Ses,  Steh,  or  Ster  ; 
neither  can  it  be  employed  on  any  stroke  having  other  modifi- 
cations, other  than  the  straight  strokes  named  above. 

378.  The    purposes   for   which   it    is   used    are    illustrated 
thus  :  — 

Is  His,  As  Has,  Has  His,  Has  As,  Etc.:  it  is  his   (3      is  as 
if  v     of  what  is  his  &.     but  has  his  b     has  he  his   O 
as  to  us     O          as  it  is  as      d          as  that  is  as     £> 
as  he  has   O         thou  hast  his-^- 

1)5  His:  tell  us  his   b  ^ 

-Selves:  yourselves  6  »to  ourselves  *X>  .like  ourselves^,  our 
own  selves^      for  ourselves  ^  - 

System  :  solar  system  f~b(this  system  6>  ) 

Size  :  large  size  ~&-   any  size  ."-p. 

Sister:  my  dear  sister  CT^       brother  and  sister    ^w-      your 

sister  &  o 

(Disjoined)  -lessness  :  carelessness      thanklessness  -(-   use- 

lessness  )      boundlessness.^.,    (our  own  selves  \o._) 
o  o 

SESIS. 

379.  A  treble-size  circle,  called  Sesis,  may  be  used  in  all  the 
cases  named  for  Ses.     Its  use  is  not  recommended,  and  its  ap- 
plication is  quite  limited. 

380.  The  following  examples  illustrate  its  use:  — 


(Treble  size)  this  is  his     O          his  existence  1  in  his 

suspense  ^\       as  is  to  us  O      is  as  ne  has     •        as  ne 
has  his  O    his  is  as  ^      is  as  sacred  0~     yours  is  as  (^ 
it  has  sustained  L       "self-existent  p 


CIRCLES  AND   LOOPS  167 

STEH. 

381.  The  small   loop,  Steh,  may  be   used  in  the  following 
cases:    Initially   to    all    unmodified    consonant    strokes;   full 
length,  lengthened,  and   half-length,   except   Hay;   finally  to 

,  all  consonant  strokes  without  exception,  with  or  without  ini- 
tial modifications ;  preceding  straight  strokes  having  Ar- 
hooks,  and  following  straight  strokes  having  En-hooks.  It  is 
not  used  in  connection  with  initial  and  final  hooks,  large  or 
small.  It  is  disjoined  only  for  one  word,  first. 

382.  In   phrasing  it  is  very  frequently  contracted   to   Iss, 
because  of  the  impossibility  of  joining  the  following   stroke 
when  making  the  loop. 

383.  The  following  illustrations  exemplify  its  use: — 

p 
East :  southeast    V> 

Stick:  broomstick 'V-^candlestick-^  yardstick  v 

Wast :  thou  wast   (^  - 

First:  when  it  first  ^  upon  the  first \    which  were  first  •?•• 
at  (the)  first -(-  -    during   the   first  -\~-  your   first    (T 
original  and  first  inventor^-c  (first- rate  "/I    first  day  ^>     ) 

•1st,  -Est :  capitalist  — ^      naturalist  Y'~°  straightest  1 
guiltiest  <r^>. 

State:  New  York  State  T        State  agency 

Standard.:  Standard  Phonography   ^ 

Hast:  thou  hast  ^--  hast  thou  A- - 

Haste:  such  haste  /* 

•Step:  instep~\J  ""\  footstep  ^  -    Step-:  step-brother -\-- 

Stone:  loadstone  s 

Testament:  New  Testament  -*     Old  Testament  f 

[Host:  heavenly  hostV^>  angel  host    /*  ] 

[Hosts:  Lord  of  Hosts1*  _  angel  hosts #°    ] 

Stock  :  take  account  of  stock    1^,       bank  stock  \^     [stock- 
holder   (f^     stockyard    °i ] 

[Street:    Van   Buren     Streett\X     King     StreetT^    Main 
Street^    ] 

Last:  during  the  last  -\-  (Charleston  /    ) 
(Many  times  contracted  to  Iss  :  in   the  last  days^"^    dost 
thou  jo     next  year^.^     it   must  be  ^~\  longest  day  '*-f 
greatest  man  c-5—1    best  place  V   nearest  point^    in  the 
constitution"^    cast  up  —  -  )     ^> 


168  CIBCLES   AND  LOOPS 

STER. 

384.  The  large  loop,  Ster,  is  employed   in  the  following 
cases:  With  slight  exception  it  is  not  used  initially;  it  may  be 
used  finally  as  follows:    On  every  consonant  stroke,  with  or 
without  initial  modifications  ;    and  following  straight  strokes 
having   En-hooks.     It   is   never  disjoined.     Like   Steh,    it  is 
sometimes  contracted  to  Iss  in  phrasing. 

385.  It  is  used  for  purposes  indicated  below  :  — 

Star:  starfish  vL/(rarely  used  initially),    north  star...  pole- 

star  V^*    fixed  stars  7^.  evening  star  ^^ 
Store:  in  store  ^    at    the  store  A-  -  your  store  0     naval 

stores  ~3^ 

•  Storm:  thunderstorm  C^ 
•Stroke:  masterstroke""*^  sunstroke  <^?    -struck:    panic- 

struck  \^=>          terror  struck   ^r 
-Quisitor:  inquisitor    ^r^=' 
-Sture:  moisture     f^    Stir:  bestir  \> 
Easter:  southeaster  (°     northeaster  ^^> 


STERS. 

Stairs:  upstairs  \s    downstairs  J>     backstairs-Jk-  - 
Strings:  leading  strings  &"     shoestrings  ^4,-  - 

(Frequently  contracted  to  Iss  :  faster  than  it  is  possibles 
faster  and  faster  -V      )  >* 


QUESTIONS  ON  LESSON   12. 

1.  State  how  the  circle  Iss  may  be  used  on  various  strokes. 

2.  Is  its  use  limited? 

3.  State  some  of  the  more  important  purposes  for  which  it 
is  used. 

4.  State  on  what  strokes  the  circle  Ses  is  employed. 

5.  Can  it  be  disjoined? 

6.  Name  some  of  the  important  purposes  for  which  used. 
1.  Is  Sesis  frequently  used? 

8.  To  what  strokes  can  Steh  be  joined? 


REVIEW  169 

9.  Is  it  ever  used  in  connection  with  initial  or  final  hooks? 

10.  Why  not? 

11.  Is  it  ever  disjoined  ? 

12.  How  is  it  frequently  contracted?     Why? 

13.  Is  Ster  ever  used  initially  ? 

14.  State  on  what  strokes  it  is  used  finally. 

15.  Is  it  ever  disjoined  ?    Contracted  ? 


REVIEW   EXERCISE   12. 

In  harmony  with  the  preceding  principles,  write  the  follow- 
ing phrases : — 

What  is,  how  is,  there  is,  where  is,  that  is,  if  it  is,  shall  his, 
makes  his,  that  his,  how  his,  as  if,  as  much  as,  as  soon  as,  as 
long  as,  as  usual,  has  been,  has  that,  that  has,  it  has,  has 
known,  let  us,  before  us,  tell  us,  makes  us,  under  us,  of  us,  by 
us,  in  us,  have  us,  not  one  of  us,  self-same,  selfish,  self-satisfied, 
self-supporting,  myself,  ourself,  thyself,  circumstance,  circum- 
spect, forcibleness,  agreeableness,  which  is  his,  gives  his,  be- 
cause his,  themselves,  every  size,  half  size,  brother  and  sister, 
worthlessness,  boundlessness,  the  first  thing,  first-class 
(Efs2-Kels),  first  time  (Efs2-Tee),  in  the  first  place  (En-Ef  2-Pel), 
prohibitionist,  revolutionist,  atheist,  strongest  evidence,  mean- 
est, State  papers,  Fulton  street,  for  the  last,  statistics,  domes- 
tic, longest  time,  to  the  best  of  your,  drug  store,  in  our  store, 
restore,  bestir. 


A  REVIEW  OF  WORD=SIGNS. 

In  connection  with  the  lessons  in  Part  II  are  some  exercises 
which  it  is  believed  will  assist  the  student  in  learning  the 
word-signs.  A  three-fold  object  was  kept  in  view  in  preparing 
these  exercises :  First,  to  furnish  a  drill  upon  the  word-signs 
in  sentence  work;  second,  to  incorporate  as  many  of  these 
useful  expedients  as  possible  ;  and  third,  to  so  direct  the 
student  in  his  practice  that  he  will  secure  the  very  best  pos- 
sible results.  The  method  of  practice  for  speed  to  be  followed 
in  connection  with  these  exercises,  as  well  as  the  lessons  in 
Part  III,  is  outlined  on  page  341  et  seq.,  which  see. 


170  REVIEW 

THE   ADVANTAGE  OF  WORD=SIGNS. 


It  will  take  some  time  and  considerable  practice  for  one  to 
be  able  to  use  all  the  word-signs  with  readiness  and  ease.  If 
it  were  not  for  these  expedients,  however,  the  work  of  the 
stenographer  could  not  be  done  as  rapidly  as  it  is  possible  for 
it  to  be  done  with  such  signs  ;  for  it  is  evident  to  any  one  who 
will  carefully  look  into  the  matter  that  there  is  nothing  which 
gives  more  assistance  to  the  stenographer  than  the  wise  use  of 
the  expedients  which  it  is  possible  for  him  to  employ  in  con- 
nection with  the  advanced  principles  of  the  .system.  While  it 
is  necessary  that  special  thought  be  given  to  the  matter  of  the 
movement  of  the  hand,  yet  there  is  a  speed  beyond  which  it  is 
impossible  to  hope  to  attain,  and  the  only  way  by  which  one  can 
ever  hope  to  secure  the  necessary  speed  to  enable  him  to  work 
to  the  best  advantage  is  to  abbreviate  the  matter  to  be  written. 

In  order  to  become  familiar  with  these  brief  signs,  it  will  be 
necessary  to  spend  much  time  upon  their  acquisition.  It  is 
evident  that  they  are  not  to  be  learned  without  effort,  but  that 
the  work  must  be  taken  up  with  a  determination  to  win.  All 
the  time  and  effort  necessary  must  be  given  for  the  purpose  of 
doing  the  work  assigned.  And  in  addition  to  the  word-signs 
of  the  system,  special  contractions  should  be  provided  for  all 
the  frequent  words  and  phrases  which  are  common  to  every 
line  of  work,  and  a  list  of  these  should  be  made  for  study, 
until  they  are  well  learned.  It  is  only  thus  that  the  stenog- 
rapher can  ever  hope  to  secure  the  highest  skill,  and  be  able  to 
do  the  best  work,  in  his  profession.  (298  words;  218  strokes;  73$). 


LESSON  13 

EL-HOOK. 

386.  The  El-hook  may  be  used  as  follows:  A  small  initial  is 
employed  on  fifteen  strokes,  and  all  the  ticks;  a  large  initial 
hook  is  used  on  three  strokes;  and  the  sixteen  steins  having 
Ar-hooks  may  be  enlarged  to  add  the  sound  of  1. 

387.  In  connection  with  these  hooks,  the  Iss  circle  and  the 
In-hook  may  be  employed. 

388.  The  uses  of  the  El-hook  are  shown  below  :  — 

All:  at  all-f- -  shall  all  ^  to  almost  V-^and  although^-- 
for  although  ^,  but  although-^-  -  between  all^,  our 
through  all  Q  during  all  ^|--  had  all  .p.  over  all 
have  all  ^  my  all  ^  '  may  all  be  c~Vare  all 
by  almostV-p  in  almost^^T?  ''^e  a"  oiher  /*  teach  all 
nations^-,  in  all  parts  of  the  world^0  from  almost  .7^ 
from  almost  every  onev~^  (into  all  the  worldV*"  )  [It 
willbeallrlght^  ] 

•Al,  AI-:  withal'  .    which  always  ^     they  are  always   -4 

Will:  it  will  be  C       all  will  ___    how  will  -j-  and  will  <- 

[there  will  r  ]  there  will  be  )  they  will  C  nor  will  _  ^ 
at  will  L.  she  will  _  (never  will  J7.  one  wilL^y-- 
divine  will.p.  ) 

Law:  mother-in-law--—^  at  law.p.    in  (the  or  a)  law 

[Well:  it  will  be  well  /       ] 

Like:  they  look  like    *  (/*• it  looked  like  V*~ 

(in  looking  9-^         ) 

While:  meanwhile  T^r*.      t^, 

Less :  much  less-/1-    unless  ...  in  less  than  <:~f-  - 

•    S  •          1-  ^  ** 

Lieu :  in  lieu  ^-^  • 

Last :  in  the  last  case  5^TT     for  the  last  time 

AR-HOOK. 

389.  The  Ar-hook  may  be  used  as  follows :  A  small  initial 
hook  is  employed  on  sixteen   consonant  strokes,  and  all  the 
ticks ;  and  the  fifteen  strokes  having  small  El-hooks  may  be 
enlarged  to  add  the  sound  of  r. 

171 


172  THE  INITIAL  HOOKS 

390.  In  connection  with  these  hooks,  the  Iss  circle  and  the 
In-hook  may  be  employed. 

391.  The  uses  of  this  hook  may  be  exemplified  thus:  — 

Are:  such  are    ?          many  are   -**•       how  are  you    y, 
[there  are    •»      ]  thouart-0--  who  are     ? 

Our:  between  our.^-f    of  ourT._    with   our_^  in   our  <-^ 
until  our-P-    all  (of)  our  ?..  for  our  ^y-  for  our  own*^y  - 
had  our  -"]--if  all  ourV    like  ours /^such  of  our    J 
by  all  our  \     by  all  our  own  S      like  all  our  ^- — 

Hours  :  at  all  hours "p- 

Were:  who  were  y     asitwere^--   such  were.^-  they  all 
were  .p.  she  were  2     [there  were  --  -     ] 


IN-HOOK. 

392.  The  In-hook  may  be  used  on  all  consonant  strokes  — 
full    length,  lengthened,  or   half-length  —  having   El-   or   Ar- 
hooks,  small,  large,  or  enlarged.     It  may  also  be  employed  on 
ten  unmodified  stems  where,  when  preceded  by  Iss,  it  would 
be  difficult  to  employ  the  stroke  En. 

393.  In  connection  with  the  eight  straight  strokes  having 
small  Ar-hooks  preceded  by  Iss  er  Ses,  the  sound  of  n  is  ex- 
pressed by  an  initial  hook  on  the  circle  side  of  the  stroke.     On 
all  other  strokes  having  initial  hooks,  whether  small,  large, 
or  enlarged,  the  In-hook  is  written  outside  the   hook  or  the 
circle  which  it  precedes. 

394.  The  In-hook  is  never  used  in  connection  with  ticks. 

395.  The  following  examples  illustrate  the  purposes  for 
which  it  is  used  :  — 

In,  En,  Un,  or  On :  in  idle  I       insolent  fC    in  toleration  I 
^in  tolerable  P"       (intolerable  7    )    in  settlement   (^ 
enslaved  ^-  invalid  C   inutility'r0      unexampled  V-=-» 
ensamples^-^    unexpressed  °S>     in  seclusion~£l5  in  civili- 
zation ^     onslaught^,     insurmounting  '^~       uncon- 
cerned <^ 

In  The  or  A:  in  the  selection  f%  in  an  explanation  ^  in 
the  secret  ?T.  in  the  same  a-^  in  a  similar —  in 
the  sick  room  ^~^  in  the  schoolroom  d_^^ 


THE  INITIAL  HOOKS  173 

In  As :  in  as  little  ^f  in  as  sacred£—  in  as  great  d—  in  as 
cheerful  I  in  as  short  Jp_ 

In  His:  in  his  line  ^  in  his  way^  in  his  house ^~~ in  his 
creation d-^  in  his  failure^  in  his  appearance  b  in 
his  delivery  f°  in  his  plan  $£_  in  his  sympathy ^-^  in 
his  favor  rCy.- 

In  En,  Unen,  In  In,  Etc.:  in  instructing  i.  unenslaved -^v> 
in  inspired  "Tf^  be  instructed  ^  «^  may  instruct""^  """I 
will  not  instruct  ^\  plenary  inspirationS/Aounigstruct- 

edv    *1      unconcerned  3^     in  an  inscription in  an 

onslaught  ^f_  / 

An-:  ancillary  r§  &  ^ 

Uncircum  :  uncircumcised  0      uncircumcision  \} 

Unself  :  unselfish  J_  '  / 

United  States  :  United  States  of  AmericaTT^l  United  States 
territory  v  '  ^  United  States  Supreme  Court  clv- 

QUESTIONS  ON   LESSON   13. 

1.  On  how  many  strokes  is  a  small  hook  used  for  1? 

2.  A  large  hook  ? 

3.  State  why  it  is  necessary  to  use  a  large  hook  ? 

4.  Is  this  hook  also  used  on  the  ticks  ?     How  many  ? 

5.  How  many  strokes  having  Ar-hooks  are  enlarged  to  add 
the  sound  of  1? 

6.  What-  modifications  may  precede  the  sound  of  I  in  all 
these  cases  ? 

7.  On  how  many  strokes  is  a  small  hook  used  for  r? 

8.  How  many  of  the  ticks  may  employ  an  Ar-hook  ? 

9.  How  many  of  the  small  El-hooks  are  enlarged  to  add  the 
sound  of  r? 

10.  What  other  modifications  may  precede  the  hook  ? 

11.  Specify  the  cases  where  an  In-hook  may  be  used  in  con- 
nection with  the  strokes  having  initial  hooks. 

12.  Name  the  unmodified  stems  preceded  by  Iss  where  the 
use  of  the  In-hook  is  advantageous. 

13.  State  the  advantage. 

14.  Is  this  hook  ever  used  in  connection  with  the  ticks  ? 


174  KEVIEW 

REVIEW  EXERCISE  13. 

In  accordance  with  the  foregoing  principles,  write  the  fol- 
lowing phrases:  — 

By  all,  for  all,  in  almost,  in  all  parts,  from  all  others,  from 
almost,  though  all,  of  all,  they  will,  we  will,  which  will,  each 
will,  such  will,  it  will  not,  much  will,  she  will,  there  will,  nor 
will,  that  will,  this  will,  and  will,  all  will,  but  will,  or  will, 
who  will,  two  will,  divine  will,  last  will,  in  the  last  instance, 
which  are,  all  are,  who  are,  but  are,  or  are,  but  are  not,  you 
are,  than  are,  these  are,  that  are,  some  are,  we  are,  none  are, 
by  our,  at  our,  at  all  our,  from  all  our,  to  our,  all  our,  of  our, 
on  our,  with  our,  of  all  our,  it  were,  which  were,  in  his  home, 
in  silence,  in  secret,  insoluble,  in  his  trial,  in  his  profession. 


THE  NECESSITY  OF  WORD-SIGNS. 


It  will  be  well  for  the  student  to  understand  the  necessity 
there  is  for  word-signs,  in  order  that  he  may  know  why  it  is 
important  that  so  much  time  be  spent  in  learning  to  correctly 
use  and  accurately  road  these  brief  signs.  It  may  be  stated 
that  brief  signs  are  selected  for  all  words  in  frequent  use.  If 


REVIEW  175 

such  signs  are  written  with  only  one  stroke  they  are  called 
word-signs;  if  two  strokes  are  employed,  they  are  denominated 
contractions.  In  all  matter  there  are  only  the  two  classes 
named,  in  addition  to  the  outlines  for  all  words  which  are 
written  in  full.  Since  word-signs  are  selected  because  of  their 
frequency  and  brevity,  it  therefore  follows  that  they  are  the 
most  useful  signs  that  a  shorthand  writer  employs,,  and  that 
they  are  in  fact  the  very  key  to  his  highest  success.  It  is  ab- 
solutely impossible,  therefore,  to  avoid  the  learning  of  the 
signs  for  all  the  freqaent  words  in  the  language,  the  writing 
of  each  of  which  requires  but  one  slight  movement  of  the 
hand,  and  at  the  same  time  expect  to  advance  in  the  profession 
as  one  should  do.  It  should  be  understood,  however,  that 
these  brief  signs  (powerful  though  they  may  be  as  useful  serv- 
ants) are  of  little  use  to  the  writer  unless  he  has  mastered 
them,  and  has  trained  his  hand  in  their  use  so  he  can  write 
them  without  the  slightest  hesitation.  It  would  make  but 
little  difference  if  one  were  to  hesitate  on  an  infrequent  word 
now  and  then,  but  not  so  with  these  words  which  make  up  the 
greater  part  of  all  matter.  Hence  it  will  be  seen  at  once  that 
he  who  has  not  learned  the  proper  signs  for  frequent  words,  so 
that  the  full  outline  could  be  written  more  quickly  than  he  can 
think  of  the  abbreviated  form,  is  working  at  a  disadvantage, 
and  is  not  securing  the  help  there  is  in  the  system  he  is  fol- 
lowing. The  power  of  the  system  the  stenographer  has 
adopted  must  be  transferred  from  the  theory  of  the  text-book 
to  a  practical  application  at  the  point  of  his  pen,  and  until  it 
is  done,  he  is  not  working  correctly.  (362  words;  320  strokes.) 

HOW  TO  LEARN  WORD=SIGNS  PRACTICALLY. 


REVIEW 


Now  it  is  all  very  well  to  say  that  word-signs  are  helpful, 
and  that  they  should  be  studied ;  and,  furthermore,  to  present 
lists  for  such  purpose,  and  to  say  to  the  would-be  stenographer, 
"Help  yourself ;  it  is  all  there.  Success  to  you."  True,  the 
signs  are  all  there,  and  many  of  them  remain  there — in  the 
lists  ;  and  that  is  the  whole  difficulty.  The  student  may  even 
know  that  they  are  there,  too  ;  for  he  has  faithfully  endeavored 
to  learn  them,  and  has  no  doubt  of  their  existence.  But  the 
difficulty  he  experiences  is  that  when  he  begins  to  do  practical 
work,  their  relation  is  so  different,  and  the  changes  in  their 
use  so  frequent,  that  it  is  impossible  for  him  to  recall  the  signs 
in  time  for  them  to  be  of  assistance  to  him  in  trying  to  do 
rapid  work.  1  speak  from  personal  experience  when  I  say  that 
the  learning  of  every  word-sign  in  the  entire  list,  so  that  all 
can  be  repeated  in  succession,  is  not  sufficient  to  enable  one  to 
use  these  signs  with  facility  for  the  purpose  of  doing  actual 
work.  That  is  only  the  first  step  in  their  acquisition.  Another 
and  more  important  step  must  be  taken — they  must  be  placed 
in  sentences,  and  used  in  that  relation,  in  order  that  readiness 
and  exactness  in  tlioir  use  may  be  acquired.  There  is  no  ques- 
tion that  this  is  the  best  way  to  learn  these  helpful  expedients. 
However,  the  question  may  arise,  Why  should  they  not  be 
studied  in  this  manner  at  the  first?  To  which  this  answer 
may  be  given,  because  such  practice  would  be  largely  a  study 
of  arbitrary  characters,  and  not  a  study  and  application  of 
principles.  In  connection  with  the  presentation  of  each  im- 
portant principle,  the  word-signs  involved  should  be  studied  in 
ihe  lists  as  given  throughout  the  work.  Then  the  writing  of 
sentences  should  be  taken  up,  and  these  signs  thoroughly  fixed 
in  mind,  and  on  the  point  of  the  pen,  by  writing  such  matter  a 
sufficient  number  of  times  to  give  the  necessary  skill  in  the 
use  of  the  corresponding  signs.  It  ought  to  be  the  delight  of 
every  student  to  take  up  the  work  here  set  forth,  and  to  prop- 
erly complete  each  lesson  before  beginning  the  next  exercise. 


LESSON  14 

EN-HOOK. 

396.  The  En-hook  is  used  in  the  following  cases :  On  every 
consonant  stroke  —  full   length,  lengthened,  or  half-length  — 
whether  initially  modified  or  not;  and  on  all  the  ticks. 

397.  On  curves,  Iss  may  follow  the  En-hook  by  writing  the 
circle,  clearly  within  the  hook  ;  on  straight  strokes,  Iss,  Ses, 
.Steh,  and  Ster  may  follow  by  writing  these  modifications  on 
the  Eu-hook  side. 

398.  The  purposes  for  which  the  En-hook  may  be  employed 
are  illustrated  below  :  — 

Own  :  my  own  .  _  .    for  their  own  V^    at  our  own  -J-   by 

our  own"*S      of  our  own  ?..     .[their  own   j      ]  with  our 

own  ^  to  (or  take)  their  own  J       some  of  their  own  «- — } 
"  upon  their  own    N.    about  their  ownV~>  and  our  own  «•» 
Than :  more  than   <^*>    better  than  \s      snorter  than    7.     in 
.    stronger  language  than  that  L_^_^.  more  clearly 

than<r>        later  than  (       mightier  than      _  . 
One :  any  one  ^~  ^  in  one at  one  time  -J-  every  one     * 

for  one  Vj     from  one  ^     no  other  one  '  ~^_^? 
Been:  have  been  (^     [had  been  -J--  ].(it  has  been  saidl.      ) 

has  ever  been-Q^-     ever  have  been  j^  _  T 

Not:  can   there   not >  could   there   not  UlU,  had  -there 

not  ~\~~  did  there  not    1    [they  are  not  j    ]  might  there 

not   t'^T^       -x 
In:  order  in  which   ,0     let  him  in  ^^  sit  in  J       carry  him 

in=    ^^fall  in^o        bring  irf^?  call  in  c~~3    sail  in  ^" 

I     i  

dip-ped  inJL_    take-ing  in  J      dwell  in  y°    suit  in  chan- 

cery •-$-   are  in~^      be  in  \ 
-In:  wherein"/7   herein^,    therein  7-<    hereinafter^^ 

thereinto  t*  hereinbefore/^.,  within'  

On,  -On:  bring  on  Vj»  insist  on  y   get  it  on"^J""put  it  on  ^J 

hereon^..   keep  on~^     and  so  on  J      thereon!)    set   on 

foot  J       looker-onT^T'  hanger-on  ""^i  '  ^  ~~?  *• 
Honor :  your  Honor   C   your  Honor's  attention    \^ 
Man,  Men:  young  ma,n  ^y    Englishmen^.  Frenchmen    jf 

chairman  J      Irishman    )      schoolman —    holy  men  -/*- 


workman 


12  177 


178  SMALL  FINAL  HOOKS 

Manner:  in  like  manner  rf_\. 

Length  :  at  length  -$- 

Down  :  upside  down  \> 

Natural:  supernatural  ?Vr- 

Once,  One's,  One  of  Us:  atonce-J--  any  one's  ^  anyone 

of  us^~f_  each  one  of  us  _°__  no  one's  -^ 
In  His :  hope  in  his  --  - 


ENSESi 

[Necessary:  it  will  not  be  necessary  AT-      ] 

EF-HOOK. 

399.  The  Ef-hook  is  used  in  the  following  cases  :  It  is  added 
by  a  small  hook  on  the  circle  side  of  every  straight  stroke, 
whether  initially  modified   or   not      On   the   concave  side  of 
curves  it  is  expressed  by  a  longer  hook  (an  unclosed  Steh).    Its 
use  on  curves,  however,  is  applied  mostly  in  phrasing,  and  only 
in  a  limited  way.     It  is  rarely  used  on  curved  half-lengths. 

400.  The  Ef-hook   may  also  be  used  on  ticks,  light  and 
heavy,  and  the  semicircles,  large  and  small. 

401.  The  circle  Iss  may  follow  the  Ef-hook  on  the  straight 
strokes  and  the  ticks  by  writing  the  circle  clearly  within  the 
hook. 

402    The  following  illustrations  indicate  the  purposes  for 
which  the  hook  is  employed  :  — 

If:  but  if  L      or  if  _*•__ 

Have  :  which  have   /    .  can  have  — >    could  have " — »  they 
have  ()     did  have  *-       [there  have  t      ]   do  have  I 
are  having^7      you  would  have  had  'j—  (many   times 
omitted:    we  have  done  ]      we  have  been  *\     )  would 
have  s 

To  Have :  willing  to  have  his  (or  us)  r     beg  to  haveV-^    able 
to  have  V,       cause  it  to  have  ~t     agree-d  to  have  m 
allowed   to  have  f\--  try-ied   to  have  1       you    had   to 
•  have   ^-—     :i  ^_ 

Of  :  power  of -\?- are  of  /?     kingdom  of  God glory  of 

God  «_j-  were  of   &     ray  of 


SMALL   FINAL  HOOKS  179 

•Of,  Off:  whereof  ^    set  otf   £  . 

Ever,  -Ever:  if  I  ever  have^T  .  if  I  ever-knewj^f  shall  I 
ever  ^  he  ever  c  had  ever  beetT*^"  it  will  ever 
have  C  can  there  ever >  whichever  /  what- 
ever I 

•Fore,    For,   Forth  :  can  therefore"         could  therefore          ^ 
may  therefore          search-ed-ing  for  £     but  for  the  K 
set  forth  £      call  forth  "r^L  (calls  forth  °-X_     ) 

-Ful,  -Fully,  -Fullness:  thankful  -()--- powerful  A/*--  faith- 
ful S  useful-^--  wasteful"^  rightfully/^  careful- 
ness c — >  usefulness  )  -•  awful-iy_^  lawful" /^ 

Off:  call  off  f — '  put  it  off  ^        switch-ed  off  e"    gives  it 

offt  /          £ 

Ought  to, Have:  which  ought  to/have  <•  _    each  ought, to 

have  (_    they  ought  to  have  «.   she  ought  to  have _^_ 
Would  Have:  it  would  have-  [--  which  would  have-/--   she 

would  have  -J ' '  they  would  have  (j  - 
Had   to   Have:  they  had  to  have  ^--   it  had  to  have-[-- 

which  had  to  have  /-  - 

[Half  :  four  and  a  half  X,     six  and  a  half  ~^    ] 
[Evening:  Saturday    evening]       Monday    evening  ""£ 

Wednesday  evening  <-£    ] 
[Do  You  Live  :  where  do  you  live  ^S  ] 

QUESTIONS  ON  LESSON   14. 

1.  On  how  many  strokes  is  an  En-hook  used? 

2.  May  these  strokes  be  initially  modified? 

3.  Can  the  hook  be  used  on  the  ticks  ? 

4.  Can  the  circle  and  loop  modifications  follow  this  hook  on 
straight  strokes? 

5.  How  are  they  written  ? 

6.  How   many  of    these    modifications    are    employed  on 
curved  strokes? 

7     Why  are  other  modifications  not  employed  ? 

8.  How  is  the  Ef-hook  written  on  straight  strokes  ? 

9.  On  curves  ? 

10.  To  what  extent  is  this  hook  used  on  curves? 

11.  Can  the  Ef-hook  be  used  on  ticks  and  semicircles? 

12.  Specify  tho  kind  in  each  case. 

13.  What  modifications  of  the  circle  may  be  employed  in 
connection  with  the  Ef-hook? 

14.  Why  can  not  Ses,  Steh,  and  Ster  be  used  after  an  Ef-hook  ? 


180 


KEVIEW 


REVIEW   EXERCISE   14. 


In  accordance  with,  the  foregoing  principles,  write  these 
phrases  :  — 

Of  their  own,  make  their  own,  her  own,  our  own,  your  own, 
in  our  own,  think  their  own,  from  their  own,  further  than, 
harder  than,  longer  than,  sooner  than,  rather  than,  larger 
than,  any  other  one,  another  one,  no  other  one,  every  one, 
some  one,  the  other  one,  some  other  one,  young  men,  which 
have,  it  will  have,  such  have,  which  will  have,  much  will  have, 
they  have,  or  have,  to  have,  but  have,  said  to  have,  hope  to 
have,  which  were  to  have,  such  were  to  have,  like  to  have,  out 
of,  aware  of,  each  of,  number  of,  if  therefore,  whichever, 
eight  and  a  half,  Tuesday  evening. 


HOW  TO  ACQUIRE  FACILITY  IN  USING  WORD=SI(iNS. 


The  study  of  the  outlines  for  sentences,  even  those  com- 
posed almost  wholly  of  word-signs,  is  not  alone  sufficient  to. 
give  one  the  desired  skill  in  their  use.  After  these  brief  signs 
have  been  read  and  studied  many  times,  until  they  are  thor- 
oughly understood,  the  student  should  begin  writing,  and  for 
the  purpose  of  securing  a  high  rate  of  speed,  should  have  the 


REVIEW  181 

services  of  a  good  reader.  It  is  a  very  true  saying  that 
"writing  makes  an  exact  man."  So  it  is  in  the  case  of  short- 
hand ;  the  writing  of  these  signs  after  a  reader  gives  an  exact- 
ness and  a  rapidity  to  be  secured  in  no  other  way.  This 
manner  of  practice  should  be  followed,  and  the  reading  gradu- 
ally increased  in  rapidity,  to  the  point  that  will  give  one  the 
skill  so  essential.  In  doing  this,  it  may  be  necessary  to  have 
the  sqlection  read  many  times.  However,  there  is  a  proper 
way  of  doing  this  work.  It  is  better  to  take  a  short  selection, 
and  write  it  as  indicated,  until  it  seems  that  the  limit  of  speed 
on  that  is  reached  ;  then  take  another,  and  write  it  in  the 
same  manner.  Then  there  should  be  a  review  of  the  matter 
first  selected.  By  this  review  you  will  be  able  to  create  a  more 
vivid  and  lasting  impression,  and  the  mind  will  have  had  made 
upon  it  a  stronger  and  better  idea  regarding  the  proper  signs. 
It  will  be  a  good  plan  thus  to  review  each  exercise  several 
times,  and  every  time  opportunity  will  be  offered  to  note  the 
improved  results  in  the  work  done.  I  believe  it  is  better  to 
return  to  an  exercise  several  times  rather  than  to  endeavor  to 
learn  all  the  outlines  at  one  time.  If  the  practice  on  an  exer- 
cise is  extended  for  a  long  time,  the  mind  is  working  in  a 
routine,  and  very  little  real  assistance  will  be  secured  ;  whereas, 
if  there  is  a  frequent  review,  truer  success  will  be  realized. 

OBJECT  OF  THESE  EXERCISES. 


182  EEVIEW 

In  connection  with  the  preceding  lessons  have  been  exer- 
cises which  have  dealt  briefly  with  the  advantage  derived  from 
the  use  of  word-signs,  and  how  best  to  secure  both  a  knowl- 
edge and  a  skill  in  the  use  of  these  helpful  signs.  Shorthand 
notes  are  given  in  the  same  connection,  which  exemplify,  in  a 
practical  way,  the  object  sought, —  namely,  the  brevity  neces- 
sary to  do  rapid  work  in  a  correct  way.  An  examination 
of  the  notes  will  at  once  make  it  evident  that  considerable 
brevity  in  writing  is  secured.  Some  of  the  notes  are  somewhat 
in  advance  of  the  lists  heretofore  presented,  but  are  in  accord- 
ance with  the  principles  set  forth  in  Part  II  of  this  work,  and 
also  in  harmony  with  the  illustrations  appearing  in  the  latter 
portion  of  the  book.  If  these  exercises  are  studied,  and  prac- 
ticed as  suggested,  the  student  will  be  able  to  enter  heartily 
upon  the  work  of  Part  III,  in  which  there  is  an  application 
of  all  the  word-signs,  contractions,  and  phrases  in  a  practical 
way.  These  advanced  lessons  may  be  taken  up  in  the  same 
manner. 

Thus  there  is  outlined  before  you  a  very  definite  way  in 
which  to  work  to  obtain  the  knowledge  and  the  ability  you 
desire  in  using  these  brief  signs  so  essential  to  your  highest 
and  best  success.  You  may  not  think  it  is  possible  to  con- 
form to  every  feature  here  outlined,  but  you  will  find  that  it 
is  the  easiest  way  in  which  you  can  learn  what  you  desire  in 
this  respect.  It  should  therefore  be  a  pleasure  to  you  to  do 
all  you  can  to  carry  out  the  plan  here  given,  for  when  it  is 
done,  and  the  work  faithfully  performed,  you  will  have  had  a 
realization  of  the  right  way  to  continue  the  work  of  succeeding 
lessons,  that  your  highest  and  truest  success  may  ultimately 
be  attained. 


LESSON  15 

SHON=HOOK. 

403.  The  sound  of  shon  is  indicated  by  a  large  final  hook, 
which  may  be  joined  to  every  stroke  without  exception.     To 
this  hook  may  be  added  final  Iss,  but  no  other  modification. 

404.  The  uses  of  this  hook  are  shown  below :  — 

-Cian,  -Sian,  -Tian,  -Tion,  -Cion,  -Shion,    -Sion,  -Xion, 
etc.:  magician  ~~£,  Persian  \>  tertian   \j   suspicion  v>\ 
fashion  lo  passion-\^y  derision  "L   flexion  'o  portion  \o 
(Frequently  omitted:  recollection/" resurrection  ^r 
interpretation    "A  anticipation    -^  dissatisfac- 

tion "I"     degredation  \-     ostentation^      temptation  l~ 
inspection  ~\     manifestation    7T~!     ) 

Shall :  it  shall  (j       they  shall  0      they  shall  be  (j\      they 
shall  see  (^     thou  shall -(3  -  (there  shall  be  V\     ) 

Ocean :  Atlantic  Ocean  /"-^        Pacific  Ocean    V,          wide 
ocean     \j        from  ocean  to  ocean  j^ 

[ Attention":"  our  attention  ^--    ] 

(Deficient-ce-cy     I,          Considered    and    written   as   a 
double-size  Shon-hook.) 

SHONS. 
Actions :  your  actions    ^ 

TIV=HOOK. 

405.  The   sound  of   tive  is  represented  by   a   large   final 
hook,  added  only  to  the  ten  straight  strokes,  to  which  may  be 
added  a  final  Iss,  but  no  other  modification. 

406.  On  all  curved  strokes,  Tef  must  be  employed. 

(Added  to  straight  lines  only)  Sound  of  -tive:  active  — ^ 
motive    t    (Following  curves,  Tef  is  always  used)    (Sound 
of    -tive  on  derivative  word-signs  or  contractions    fre- 
quently added  by  Ef-hook;  as, prospectiveV.  instructive  I 

ESHON. 

407.  The  sound  of  shon  following  the  circle  and  loop  modi- 
fications and  the  small  final  hooks,  is  represented  by  a  small 
backward  hook. 

183 


184  LARGE   FINAL   HOOKS 

408.  The  most  frequent  use  of  this  hook  is  in  connection 
with  the  circle  Iss. 

409.  The  following  examples  illustrate  its  use  :  — 

Testification  A  justification  //  appreciation  \>  divi- 
nation... taxation  -^--  specification  \  molestation  s-~T 
[resolution/''  ]  intercession  -«.  intoxication...  ac- 
cusation :_LJ^  capitalization  K,  mystification  TT-  orna- 
mentation /*  naturalization  v-«,  (division  U,  )  starva- 
tion u,  condensation  J, 

Session:  last  session  7^  next  session  ^-^  annual  session  cli. 
every  session*^  legislative  session  V^  court  of  general 
sessions  % 

Association:  which  association/     railway  association i/*» 

Section :  that  section  ___  your  section^"  in  the  (a)  sec- 
tion ^  ' 

Ocean  :  vast  ocean'^7"  ~*v~ 

[Instruction:  your  instruction  u       thy  instruction^     our 
instructions  ^-    ] 

Secession:  prevent  secession  \>2  acts  of  secession  __p   into 
secession  ~^\^ 

LENGTHENING. 

410.  Every  stroke,  with  or  without  any  initial  modification, 
but  not  with  a  final  modification,  may  be  lengthened  for  the 
purpose  of  adding  the  sounds  of  ter,  der,  ther,  dher. 

411.  After  the  stroke  has  been  lengthened,  it  may  receive 
any  of  the  final  modifications,  for  the  purposes  illustrated  in 
the  preceding  exercises  ;  but  the  original  stem  must  contain  no 
final  modification.     However,  in  the  case  of    some  frequent 
words,  the  omission  of  a  small  final  hook,  or  the  lengthening 
of  a  half-length  stroke,  is  sometimes  resorted  to,  in  order  to 
secure  greater  advantage. 

412.  Some  phrases   beginning   with  words  usually   repre- 
sented by  ticks  are  changed  into  lengthened  strokes,  to  secure 
briefer  forms. 

413.  Incidentally,  it  may  be  stated  here  that  if  the  stroke 
have  a  final  modification,  either  Iss,  Ses,  the  Ef-  or  the  En- 
hook,  the  sound  of  ter,  der,  ther,  or  dher  should  be  indicated 
by  the  heavy  Dhr-tick,  the  use  of  which  is  explained  in  Les- 
sons 4  and  19. 


LARGE   FINAL  HOOKS 


185 


414.  The  purposes  for  which  strokes  are  lengthened  may 
bo  illustrated  thus  :  — 

Implies  the  endings,  ter,  der,  ther,  dher,  tor,  ture,  etc.;  add- 
ing the  words,  there,  their,  they  are,  other,  another,  they 
were,  dear  [whether]. 

-Ter,  -Der,   -Tor,   -Ture:  later  than  (          perverter 

fornicator sweeter     than  -V-    mightier     than--. 

interpreter     \        separator    \.       persecutor  prose- 

cutor 577~~louder  than/--   leader  _          wider     than^_. 
embitter"— -^.some  better^-— — v  instructor     \        abbrevi- 

elector  C educator! speculator  \ . 

writer    -^  return  x^"    tempter  I -. 

-Ther,   -Dher:  during   all   their -|  -  until  another  -T-  -   suchx 


another  -/-    where  another* 


some  how  or  other, 


someway  or  (an)  other  ^N.  in  one  way  or  other    ^  no, 

>-  '  c  —  v 

sir,  there  is  noW-o-'paiitherv^^from  their  own     \  they 

will  otherwise!       let   there   be  i        with   their  own   J\- 
V     \  ~~e:> 


above    all    others 


\ 

y^    all  others  ___  might  there  ---  as 

there  is  -J--  every  other  one  \   is    there    some  )^    or 
there  will  be  y\   it  seems  to  me  there  isj^  ___  ^nfold 

rather\/ai<i   their.  |_  to   another 
^      we  may  therefore 


thei 


above  all 


,4. 


Dear:  my  dear  sir my  dear  sister —  thy  dear  son- 

Ker,  Qer  :  ink  horn longer  thar\;— -^  hanger  v^^x 

They  Were :  it  seemed  to  me  they  werej^__where  they  were 
found  ^^ 

[Whether :  I  do  not  know  whether  I state  whether  or 

not     f        ] 


I 


whether  there 
there  should  be 


TREBLING. 

t 

while  they  are  there 

in  some  other  of  their 


rather 


180  EEVIEW 

QUESTIONS  ON   LESSON   15. 

1.  How  is  the  sound  of  shon  represented  ? 

2.  On  how  many  strokes  can  this  hook  be  used  ? 

3.  What  modiflcation  may  follow  this  hook  ? 

4.  Can  other  modifications  be  attached  ?     Why  not  ? 

5.  In  what  manner  is  the  syllable  tive  represented  ? 

6.  On  how  many  strokes  ? 

7.  What  modification  may  be  attached  to  this  hook  ? 

8.  How  is  the  syllable  tive  represented  on  all  curved  strokes? 

9.  How  is  the  sound  of  shon  represented  following  circle 
and  loop  modifications  and  the  small  final  hooks  ? 

10.  Specify  the  general  use  of  the  Eshon-hook  ? 

11.  How  many  strokes  are  lengthened,  and  for  what  purpose? 

12.  Can   the  original   stroke  contain  a  final  modification  ? 
An  initial? 

13.  Can  the  lengthened  stroke  contain  a  final  modification? 

14.  What  sounds  are  added  by  lengthening  ? 

15.  .Are  the  small  final  hooks  ever  omitted  in  order  that  a 
stroke  may  be  lengthened  ? 


REVIEW  EXERCISE   15. 

In  harmony  with  the  preceding  principles,  write  the  follow- 
ing:— 

Portion,  action,  motion,  national,  educational,  institutions, 
appropriation,  occasionally,  appreciative,  incentive,  commemo- 
rative, corroborative,  position,  imposition,  disposition,  com- 
pensation, transition,  devotion,  profession,  this  session,  the 
other  session,  another  session,  in  their  session,  that  associa- 
tion, every  association,  your  association,  for  their  association, 
of  their  association,  modern,  so  there  are,  think  their  own,  are 
there,  if  there  is,  I  know  there  is,  in  their,  if  they  are,  may  be 
there,  while  there  is,  for  there  are,  over  their  own,  shall  there, 
may  therefore,  in  all  their,  can  there  be,  let  there  be,  when 
others,  any  others,  no  other,  some  other,  if  there  shall  be,  I 
think  they  are,  I  believe  they  are,  my  dear  friend. 


REVIEW  187 

WHEN  TO  PRACTICE  FOR  SPEED. 


In  the  consideration  of  this  question  there  is  a  matter  of 
considerable  importance,  to  which  attention  should  be  directed, 
and  that  is  the  proper  time  to  practice  for  speed.  It  would 
seem  to  be  evident,  from  what  has  been  said  thus  far,  that  if 
one  attempts  to  write  fast  without  first  having  thoroughly 
learned  the  proper  signs,  he  is  only  working  in  a  way  which 
will  retard  his  best  success,  and  is  making  a  serious  mistake  in 
his  work.  Not  until  definite  and  correct  outlines  are  known 
should  a  rapid  rate  of  speed  be  attempted  ;  for  otherwise  one 
would  be  all  the  time  working  in  a  superficial  manner,  and  be 
fixing  in  mind  forms  which  would  have  to  be  discarded  and 
forgotuen  before  it  is  possible  for  him  to  do  what  he  desires  in 
this  line.  Therefore  in  order  to  achieve  the  best  results,  re- 
member that  you  should  first  obtain  a  knowledge  of  the  correct 
forms  before  endeavoring  to  follow  speaking  or  reading  at  a 
rate  faster  than  you  are  yet  prepared  to  write  with  ease.  The 
rate  should  be  gradually  increased.  All  your  shorthand  notes 


188  REVIEW 

should  be  read  back.     This  will  give  skill  in  instantly  calling 
to  mind  the  correct  sign  when  it  is  needed. 

A  sufficient  number  of  these  exercises  giving  a  drill  on 
special  matter,  has  now  been  presented  to  enable  the  student, 
it  is  believed,  to  do  what  has  been  suggested  herein.  You 
have  been  told  exactly  what  to  do,  and  how  to  do  it.  The 
work  must  be  done  by  you ;  no  one  else  can  do  it  for  you  ; 
they  can  only  direct,  suggest,  or  assist  you.  You  have  been 
told  that  success  lies  in  the  doing  ;  therefore  the  only  consist- 
ent thing  for  you  to  do  under  the  circumstances  is  to  take  hold 
of  the  work  as  herein  outlined,  and  in  a  strang  way  master  it, 
and  thus  be  prepared  for  the  position  and  the  work  that  awaits 
you.  The  preparation  is  yours  to  make  ;  delay  not  then  to 
make  it.  The  way  to  do  it  is  made  plain  before  you  ;  enter 
into  it  at  once.  And  you  may  be  assured  that  the  reward  of 
earnest  work  will  crown  your  efforts.  Nothing  is  more  certain 
than  this. 


PURITY  OF  CHARACTER. 

(Write  shorthand  notes  for  the  following.) 

Over  the  plum  and  apricot  there  may  be  seen  a  bloom  and 
beauty  more  exquisite  than  the  fruit  itself, —  a  soft,  delicate 
flush  that  overspreads  its  blushing  cheek.  Now,  if  you  strike 
your  hand  over  that,  and  it  is  once  gone,  it  is  gone  forever; 
for  it  never  grows  but  once.  The  flower  that  hangs  in  the 
morning,  impearled  with  dew,  arrayed  with  jewels, — once 
shake  it  so  that  the  beads  roll  off,  and  you  may  sprinkle  water 
over  it  as  you  please,  yet  it  can  never  be  made  again  what  it 
was  when  the  dew  fell  lightly  upon  it  from  heaven. 

On  a  frosty  morning  you  may  see  the  panes  of  glass  cov- 
ered with  landscapes,  mountains,  lakes,  and  trees,  blended  in  a 
beautiful  fantastic  picture.  Now,  lay  your  hand  upon  the 
glass,  and  by  the  scratch  of  your  fingers,  or  by  the  warmth  of 
the  palm,  all  the  delicate  tracery  will  be  immediately  oblit- 
erated. So  in  youth  there  is  a  purity  of  character  which, 
when  once  touched  and  defiled,  can  never  be  restored, — a 
fringe  more  delicate  than  frostwork,  and  which,  when  torn 
and  broken,  will  never  be  re-embroidered. 

(Continued  on  page  194.) 


LESSON  16 

HALVING 

415.  Every  consonant  stroke,  with  or  without  an  initial  or 
final  circle,  loop,  or  hook,  large  or  small,  may  be  halved  to  add 
the  sound  of  t  or  d. 

The  sound  of  t  or  d  is  the  principal  element  in  the  words 
indicated  by  the  signs  given  below,  from  which  it  will  be  seen 
that  this  principle  is  one  of  very  extensive  and  useful  appli- 
cation. 

416.  Many  of  the   illustrations   presented   conform   quite 
closely  to  the  following  statements  :  — 

a.  A  stroke  made  half-length  and  generally  written  in  the 
first  position  adds  ought  or  what. 

h.  A  stroke  made  half-length  and  generally  written  in  the 
third  position  adds  had  or  would. 

c.  A  stroke,  in  any  position,  is  frequently  halved,  without 
change  of  position,  to  add  it. 

d.  Not  is  frequently  added  after  such  phrases  by  the  En- 
hook. 

e.  Of  or  have  is  frequently  indicated  by  the  Ef-hook. 

It:  search-ed-ing  it /°       purify  it  v      take  it    I      remember 
it  "\     used  it  •)•-  or  it--,    however  it  may  bel^>  if  it 
were  not  ^    less  than  it  was  £     with  it         with  its   *° 
all  its  j^~  ) 

Oflt:  out  "of  it  -I--  charge  of  it-/--  knowledge  of  it^'^ 
think  of  it  (  use  of  it  -)-- 

Had:  they  had -(--  ever  had  S—  where  had  •/  will  have 
had  f"  or  had  I\_  -  when  had  M_  one  had  <^  had 
had- 1- -  than  had- C- -  to  be  had -v - 

What:  if  what  ^. .  for  what  ^  between  what~_  in 
what  ~  _  from  what  ^__  through  what  *)  by  what 

is  ^     at  what -I- -  in  what  is  known (of  what  _\    ) 

somewhat  f7_  P 

Ought:  they  ought  <•      it  ought          as  it  ought where 

ought  ^    she  ought  -^ 

189 


190  HALVING 

Would:  it  would -i- -  each  would  .' .    ever  would  ^_     than 
would -(.--  one  would  never  suppose~A\)  none  would  ^ 
or  would  ?__  notwithstanding  it  would  M-' 

Take:  it  will  take    f      retake^* —  betake  % — it  takes  (, 

Took :  it  took  -|  -  -  it  took  us  away  ^r  - 

To :  able  to  make  S- — * 

At :  set  at  liberty      tv        until  at  last- p^*-    hereat  ^ 
whereat  «/   leave  him  at   <^~7 

Out :  put  him  out  ~v^~  make  out  ^  carry  out  <-  inside 
outvTA.  right  side  out  X* 

•Time,  Time  sometime  *-^  more  time  <-»  at  the  same 
time-^-  until  such  time  C  over  timeTl.  every 
time  ^  [all  the  time  f  _  in  due  time  "^  by  the 
time^__  at  which  time  -J--  ] 

Times  :  at  all  times    g      (ancient  times  ^~°o]d  times  ^-&  ) 

Head  :  Hand  over  head  <•*> 

(Right:  copyright— ^-^right  side  "|       right  time  ^     right 

hand  ^_    )       

(Ret  is  never  written  alone,  but  always  joined  to  other 

Strokes). 

-Ing  It:  requiring  it  ^_\_ 

[Done:  to  be  done  -\--       it  has  been  done     ^  can  be 

done    \    it  may  have  been  done     U        ] 
•Ivity,  -Allty,  Etc:  acclivity  ^   actuality^-   affinity  r^_ 

minority  -"TV  majority  -7 
[Old:  when  did  ^.     where  did   ^      ] 
[Does  :  it  does  I     it  does  not  ^    ] 
[Day:  seventh  day  <j      seventh  day  of  the  week  tr—  every 

day   «S    J 
De-:  be  deceived  V     undeceived^    in  decisive SL  in  the  dis.- 

pensation^V    undecided^     undiscovered**~^main  decko — 
•Hood  :  sisterhood  9 
•Ad- :  perddventure 

ENT,  END. 

_  o 

Hand:  handwriting'cS-    shorthand  writing  rl.     at  hand  J-- 

in  the  hands  ^_     your  hand   C     hand  over  hand  -^ 
every  hand  °i    upon  all  hands  \      taken  it  in  hand  *• 
longhand  "si?"       hour-hand  -V-      minute-hand    "7       with 
hands ^f.   right  hand  r~   left  hand/W.'^wrong  hand-ed/^ 


HALVING  191 

On Hand:  On  the  olher  hand  D        "oil  either  hand  3 

(upon  the  other  hand  ^g          upon  either  hand    Nj         ) 
Me    or    Him  Not:  tell  me  not  [1,  /    fear  him    not\^ 
Ought  Not:  which  ought  not  .^_'^they  ought  not  f ^         she 

ought  not  Y~~ 
Would  Not:    it  would  not  -J--  she  would  not  -J--  they  would 

not  •(,-- 
Not:     be  not  ^     hath  not  -(,--    have  not  «o      had  not  -J-- 

did  not  A.    you  are  not   A/"  why  noO__    think  not  I 

(can  there  not >    had  there  not'J"         ) 

[Did  Not:  they  did  not  .^  it  did  not  _J  she  did  not  X.  ] 
[Do  Not:  they  do  not  C  it  does  not  t-  which  do  not  J  ] 
Had  Not  :  they  had  not-t-  it  had  not  -J--  which  had  not  -J-- 
On  It :  set  my  eyes  on  it  £-\  interest  on  it  "/  set  his  eyes 

on  it  £      put  it  on  its      ^ 
In  It:  put  it  in  it   s     we  are  in  it  .^      hope  in  it  -V   sat  In 

it-/--    fall  in  it   Sf.  keep  in  it  7?.    hope  in  its   V" 
One  Had  or  Would:  no  one  had  \y       none  would   o-A 
End:  upper  end  'N     opposite  end  V      wrong  end/0    atari 

(or  the)  end  -J--  wide  end  5 

Around :  step  around  ^      look  around-^*-" 

Not:  it  notj       leave  it  not /^      let    it    not  ^     should    it 
not  3--  cometh  not     f'believeth  not^     hath  not'O-- 
bringeth  not*X^;  them  not  (,      think  not  6      art  ihou 

not\ 

Than  It  Is  or  Has :  better  than  it  is  (or  has)  V 
-In  Itself:    within  itself.^. 
Int-:  your  intention  ^-2 
One  of  Its  :  no  one  of  its  ~^e>~ 
Have  Been   Had :  to  have   been   had   -y  -  may   have    been 

had  ^ 

In  Its:  put  them  in  its  't      deal  in  it   V*     dip-ped  in  it  L, 
Point :  in  some  points  /3r»     in  some  point  of  view  "^s 

EFT,  EVD. 

Of  It:  to  the  other  side  of  it  P        much  of  it  -£—  rid  of  it^ 

1  V    O  I 

copy  of  it...    (speak  of  it  ...    )  aware  of  it  -<^--l/-  member 
of  its  "V*    number  of  its -<\9 — 

Have  It:  would  it  have  it  £    did  it  have  it.,  can  have  it  -^ 
did  have  it  Ji,    do  have  it  I 


193  HALVING 

Have  Had  :  each  ought  to  have  had  (or  it)  _^.      which  have 

had  (or  it)    L       could  have  had  ~_3~         such  would  have 

had  (or  it)  -  £-  -  '  until  I  have  had  -FJ-  - 
Having  Had:    it  having  had   I 
To  Have  Had  or  It :  prefer  to  have  it  'V        you  are  said  to 

have  had  r^  may  be  said  to  have  it'T^    you  will  try  to 

have  U  S^ 
To  Have  It :  had  to  have  it  -i—   it  had  to  have  it  -i-  -   are  you 

going  to  have  it  ^N^ 
After:  search-ed-ing  after  £      till  after  C      until  after  -fc- 

hereafter  •?  _ 

Ought  to  Have  Had  or  It:  as  it  ought  to  have  had  _~  _ 
Would  Have  Had  or  It:  which  would  have  had  -£--       such 

would  have  had  -£•-  as  it  would  have  it  -£-- 
Fact,  Effect:  such  a  fact  £_     such  effect  £-    take  effect  U 

QUESTIONS  ON   LESSON   16. 

1.  How  many  consonant  strokes  may  be  halved? 

2.  For  what  purpose? 

3.  Can  halved  strokes  have  initial  or  final  modifications  ? 

4.  Name  the  different  modifications. 

5.  Name  some  of  the  principal  words  indicated  by  halving 
a  stroke  without  a  final  hook. 

6.  What  does  a  stroke  made  half-length  and  written  in  the 
first  position  generally  indicate  ? 

7.  What  does  such  a  stroke  placed  in  the  third  position 
generally  indicate  ? 

8.  What  is  frequently  added  by  halving  without  change  of 
position  ? 

9.  Name  some  of  the  principal  words  indicated  by  halving 
a  stroke  with  an  En-hook. 

10.    Name  some  of  the  principal  words  indicated  by  halving 
a  stroke  with  an  Ef-hook. 

REVIEW  EXERCISE  16. 

Write  the  following  phrases  in  harmony  with  the  preceding 
illustrations :  — 

If  it  is,  for  it  is,  if  it  were  not,  from  it,  when  it  is,  until  it  is, 
at  it,  where  it  is,  with  its.  [Dhets,  the  bottom  of  which  should 
be  the  height  of  Tee  from  the  line.  This  is  the  only  vertical 


REVIEW 


193 


or  inclined  half-length  that  height,  all  other  such  signs  being 
half  the  height  of  Tee  from  the  line.]  It  had,  which  had  not, 
there  had  been,  they  had  not,  she  had,  somewhat,  from  what, 
they  ought  not,  able  to  go,  able  to  make,  carry  it  out,  at  the 
same  time,  all  the  time,  at  all  times,  at  which  time,  in  due 
time,  sometime,  in  your  hands,  longhand  writing,  to  be  done, 
priority,  prosperity,  when  did,  it  does  not,  in  the  hands,  at 
hand,  it  ought  not,  they  would  not,  which  would  not,  think 
not,  may  not,  will  not,  have  not,  are  not,  we  are  not,  why  not, 
they  did  not,  they  do  not,  they  had  not,  look  around,  dwell  in 
its,  speak  of  it,  number  of  its,  each  of  its,  copy  of  it,  side  of  it, 
m-ich  of  it,  which  of  its,  rid  of  it,  out  of  it,  said  of  it,  aware 
of  it,  it  will  have  had,  which  have  had,  it  would  have  had,  said 
to  have  had,  said  to  have  it,  going  to  have  it,  till  after,  here- 
after, search  after,  to  take  effect,  it  effected,  which  fact,  which 
effect,  had  effect,  at  all  events  [Telf3-Ents]. 


THE  MOVEMENT  OF  THE   HAND  NECESSARY  FOR 
SPEED. 

_    fe- 

/ 

^Tt ~-n"7 

>..\Vy^L.^  ^-^.^\^. 

^j/ii!^A\r:  :a  ,,-,A/iL 
/       ^  //      ' 

••< °  /   x^ — 9  *-/  /  ,       \      ^     \  V 

n^ k /..I...  I..C/...v-../.....\..  ...\. 

« —  d  t        /  /\ 

....S^/..^.^.^.....^^/^riD\..i^..^..^.. 

^T>  ^     \  /  XD 

There  is  still  another  matter  -to  which  I  wish  to  call  your 
attention  in  this  connection,  and  that   is  the  matter  of  the 
movement  of  the  hand.     You  have  now  written  shorthand  a 
13 


194  REVIEW 

sufficient  length  of  time  to  begin  to  understand  and  appreciate 
what  I  am  about  to  say.  Now  there  is  a  secret  in  writing 
which  I  wish  to  tell  you  at  this  point,  in  order  that  you  may 
have  the  benefit  of  it  in  your  future  work.  It  is  a  matter  of 
no  small  consequence  to  you,  for  it  is  possible  for  one  to  con- 
tinue in  shorthand  work  for  years  without  acquiring  the  degree 
of  skill  for  which  he  longs,  and  which  he  so  greatly  needs  in 
order  to  do  rapid  work.  Now  for  the  secret :  Unless  you  carry 
a  light  hand,  and  secure  a  quick,  springy  touch  of  the  pen,  it 
is  possible  for  you  to  be  seriously  disappointed  in  your  work. 
If  a  writer  simply  allows  his  pen  to  drag  on  the  paper,  and 
uses  a  heavy  touch  in  writing,  he  may  write  on  for  years,  and 
never  know  what  is  the  difficulty, —  why  he  does  not  advance 
in  speed  as  he  fondly  hoped  he  would.  The  proper  position  of 
the  hand  and  of  the  pen  are  fully  described  in  the  Introduc- 
tion, to  which  you  are  again  referred.  Study  the  matter  care- 
fully. Of  course  you  can  not  secure  this  lightness  in  touch  at 
once,  but  work  to  that  end.  Keep  that  object  ever  before  you 
in  all  your  work.  Put  some  snap  in  your  movement  of  the 
fingers.  This  refers  to  your  practice  of  these  very  exercises, 
as  well  as  of  later  lessons.  This  of  course  presupposes  a 
familiarity  with  the  outlines,  as  mentioned  on  page  188. 


PURITY  OF  CHARACTER. 

(Continued  from  page  188.) 

A  man  who  has  spotted  and  soiled  his  garments  in  youth, 
though  he  may  seek  to  make  them  white  again,  can  never 
wholly  do  it,  even  were  he  to  wash  them  with  his  tears. 
When  a  young  man  leaves  his  father's  house,  with  the  blessing 
of  his  mother's  tears  still  wet  upon  his  forehead,  if  he  once 
loses  that  early  purity  of  character,  it  is  a  loss  he  can  never 
make  whole  again.  Such  is  the  consequence  of  crime.  Its 
effects  can  not  be  eradicated,  they  can  only  be  forgiven. — 
Beccher. 


LESSON  17 

PREFIXES. 

417.  All  the  prefixes  in  frequent  use  are  represented  by  the 
leading  and  most  easily  executed  portion  of  their  signs.     Thus 
there  is  uniformity  in  their  writing,  and  when  once  the  various 
signs  are  learned,  they  may  be   universally  applied,  without 
the  necessity  of   endeavoring  to  memorize  every  word  to  be 
written.     A  thorough  familiarity  with  these  prefixes  will  enable 
the  stenographer  to  apply  them  in  many  combinations,  and 
will  be  of  great  assistance  to  him. 

418.  The  following   statements  cover  most  of   the   prefix- 
signs,  and  the  purposes  for  which  they  are  used.     The  remain- 
ing prefixes  will  be  sufficiently  explained  to  the  student  by  the 
illustrations  which  follow:  — 

Accom  :  Denoted  by  a  heavy  dot  preceding  the  remainder  of 
the  word. 

A  better  way  to  represent  accom  is  by  the  stroke  Kay. 
The  following  reasons  may  be  stated  :  The  illustrations 
which  follow  indicate  that  con,  com,  and  cog  are  often 
omitted,  especially  when  they  occur,  either  initially  or 
medially,  in  frequent  words.  This  omission  is  indicated 
by  writing  the  following  portion  of  the  word  near  or 
joined  to  the  preceding  stroke.  There  are  hundreds  of 
words  written  in  this  manner,  with  which  the  stenogra- 
pher must  necessarily  become  familiar.  There  are  but  four 
primitive  words  having  the  prefix  accom;  viz.,  accommo- 
date, accomplice,  accompany,  and  accomplish.  In  writing 
the  two  last  named,  the  representation  of  accom  is  en- 
tirely omitted;  hence  in  writing  only  two  primitive  words 
and  their  derivatives  is  the  prefix  accom  ever  indicated  in 
any  way.  Since,  then,  as  stated  above,  in  all  other  cases" 
where  com  is  used  medially  in  frequent  words,  the  follow- 
ing stroke  is  joined  to  the  preceding;  and  since  the  heavy 
dot  is  slowly  made,  not  at  all  suggestive,  neither  analagous 
to  the  numerous  other  prefixes,  it  seems  perfectly  consist- 
ent to  indicate  accom  by  Kay  joined  to  the  remainder  of 
the  word,  in  the  two  words  where  it  is  necessary  to  repre- 
sent the  syllable.  This  will  also  afford  a  clear  distinction 
from  other  words  in  frequent  use. 

Ante=i:  Usually  represented  by  Net ;  rarely  En-Tee. 

After:  Expressed  by  Fet. 

195 


196  PEEFIXES 

Circum :  Usually  indicated  by  Iss  joined  to  remainder  of  the 
outline;  sometimes  Iss  disjoined.  Occasionally,  however, 
omitted  in  words  of  frequent  use. 

Cog:  Represented  by  a  light  dot  preceding  the  remainder  of 
the  word,  or  the  dot  omitted,  and  the  prefix  implied  by 
writing  the  remainder  of  the  word  under,  or  near,  the 
preceding  stroke. 

Com  :  Indicated  by  a  light  dot  preceding  the  remainder  of  the 
word  on  words  of  infrequent  use ;  on  words  in  more  fre- 
quent use  the  dot  may  be  omitted  and  the  prefix  implied 
by  writing  the  remainder  of  the  word  under,  or  near,  the 
preceding  stroke,  as  for  Cog.  In  addition  to  the  above, 
on  frequent  words  the  remainder  of  the  outline  may  be 
joined  to  the  preceding  stroke,  no  recognition  whatever 
being  made  of  the  prefix.  Since  the  prefix  contains  a  first- 
position  vowel,  which  is  frequently  accented,  many  out- 
lines containing  this  prefix  are  written  in  the  first  position. 

Con:  Indicated,  implied,  or  omitted,  as  Com. 

Contra-e=i=o,  Counter:  Represented  by  a  light  disjoined  tick 
written  at  right  angles  to  the  general  direction  of  the 
stroke  which  it  precedes.  Rarely  indicated  as  Com. 

Cum  :  Generally  represented  by  a  light  dot  preceding  the  re- 
mainder of  the  word,  as  Cog.  When  used  medially  it 
may  be  implied  by  writing  the  following  stroke  under  the 
preceding. 

Com,  Con,  Cum,  occurring  medially  :  These  prefixes  may  be 
implied  by  writing  the  following  portion  near  to,  or  under, 
the  preceding  stroke,  or  omitted  entirely  by  joining  the 
following  stroke  to  the  stroke  preceding  the  prefixes 
named.  See  Incom,  Recom,  etc. 

En :  Generally  expressed  by  En  ;  sometimes  by  In-hook. 

Enter :  Generally  expressed  by  Net ;  rarely  by  Enter. 

Ex:  Expressed  by  Kays.  However,  frequently  omitted  both 
in  word-signs  and  other  contractions. 

For=e :  Expressed  by  Ef .  In  a  few  cases  where  it  would  be 
inconvenient  to  employ  Ef,  especially  because  of  a  poor 
angle,  Fer  is  employed. 

Im :  Generally  indicated  by  writing  the  form  in  the  first  position. 

In :  Expressed  by  En,  the  In-hook,  or,  rarely,  by  first  position. 

Incom-n :  Expressed  by  En  or  In-hook  joined  to  the  following 
stroke.  This  is  simply  the  omission  of  the  syllable  com=n, 
as  noted  above.  Many  words  are  written  in  harmony  with 
this  principle.  The  syllable  cog,  being  less  frequent,  is 
more  often  implied  by  nearness. 


PREFIXES  197 

Inter,  Intro :  Generally  represented  by  Net. 

Ir:  The  stroke  Ar  is  generally  employed  because  of  the  vowel 
sound  preceding. 

Magna-e=i :  Generally  represented  by  Em,  written  over,  or 
partially  over,  the  remainder  of  the  word.  In  a  number 
of  frequent  words  this  method  is  not  followed,  but  a 
briefer  way  is  resorted  to,  namely  the  expression  of  the 
first  two  consonant  stems,  Em-Gay,  subject  to  modification. 

Non  :  Generally  expressed  by  Nen  ;  where  this  sign  can  not  be 
readily  phrased,  En-En  may  be  employed.  Rarely  abbre- 
viated to  En  ;  as,  nonsense. 

On  :  Generally  represented  by  Retold  in  the  first  position. 

Out:  Expressed  by  Tee,  third  position,  which  stroke  is  sub- 
ject to  modification. 

Re:  The  stroke  Ray  is  employed,  because  it  represents  the 
initial  sound. 

Post:  Expressed  by  Pees,  which  readily  admits  of  being 
phrased. 

Recog=m=n,  Recum :  Indicated  by  Ray  near,  or  over,  the  re- 
mainder of  the  word. 

Self:  Indicated  by  Iss  joined  to  the  following  stroke,  or, 
rarely,  disjoined  and  placed  over  the  outline  for  the  re- 
mainder of  the  word. 

Trans  :  Generally  expressed  by  Tors  ;  rarely  by  Trens. 

Un  :  Expressed  by  the  In-hook,  or  by  En,  which  stroke  is 
subject  to  modification. 

Under:  Expressed  by  End,  joined  or  disjoined,  and  written  in 
the  position  required  by  the  following  stroke. 

Where:  Expressed  by  Wer2. 

With;  Expressed  by  Dhee1,  which  is  subject  to  modification. 


Accom:  (Denoted  by  heavy  dot  or  frequently  omitted)  accom- 
modation (j    accom panyV^  accomplish  \    accomplice  \, 
Amp-b:  ample'-^   amplitude^-/0  ambitious    J 
Ante-i:  antedate  ^»      antichristian~fT!   (Usually  Net;  some- 
times En-Tee) 

After:  afternoon  v-v_?  afterthought1, 

Clrcum    circumference  ^/°    circumstances  /       in  circum- 
ference^/* 

Co:  co-efficient~\_y  co-essential  ~~\^ 
Cog:  (indicated  by  light  dot,  or  written  as  Com)  cognate  — 

cognizable^A    cognizance^"*""  incognito  ^~1  recognize /-* 
Com:  (dot  frequently  omitted)  complaint  s        commend  *-> 
(generally  indicated   by  writing  the  remainder  of 


198  PREFIXES 

the  word  under  preceding  stroke,  or  joined  to  it;  rarely 
represented     by    a    disjoined    light    dot)      commence- 
mentv-*    committeej  _     (comrade  7-5^   commissary — — / 
comical  :^2r~  commiseration  — *-i?     ) 
Con:  (indicated  same  as  Com)  conscious  J  '  connection^ 
conviction  v_p    inconvenient  _^_  under  consideration^ 

Concom:  concomitant  j 

Contra-e-i-o-Counter:  .contravene  ^»  contributive  ^  non- 
contributing  V  controvert  lr>  counterfeiter!  coun- 
teract T-" 

Cum:  cumber  \     cumbersome  'y^ 

De-dis-com-n-  cum:  decompose  Ix^  discommode  l|  discon- 
tinue '(_  disconnect  |-  discumbency  |\ 

Dlsencum:  disencumber  \^_^ 

Disinter:  disinterested  L,     ^ 

En:  (generally   implied    by  En-stroke,   sometimes  In-Hook) 

endurance^-  energetic!-/     enormity*1"    ^  entangle* • 

entity"!        enlighten^  LU  enlist  ^-^     enslaver  ^T^ 
ensample  V-N     entirely        ~7" 

Encom-cum:  encompass     \,    encumber    <\ 

Enter:  enterprise °\  entertainment  ~1_>  entrencli  7' 
entrance  ^ — ^~f 

Ever:  evermore^,    everlasting ^S" 

Ex:  exact  "ii~      exclaim— e_    excellent — C    example^' 
exchange  -f^  c 

For-e:    forbidden'X      forever^,      foreseen^—    foretold  p 
forego'X,    foreheads  ^-» 

Forth :  forthcoming  *s        • 

Hemi :  hemisphere  ^€^  .  ^    9 

II:  illegal  £.     illegitimate  _/_     illness.  __ 

Im:  imbitter<"r^>  immaterial^~^Timm0(ierate  JTX. 

Impa=e=l=o=u:  impatience  ^D   impersonal^^, impious C?_ 
imposter  ^f^    impoverish'~<:V>  impure  ^^/~ 

In:  inhuman^_^)inasmuchv=7^  inexperience0^     inscribe^ 
insolent  r£*     invalid""^-    inexpedient^     instructor]^ 
individual  ^       inner  ^  .  inlace  ^ 
intoxication  -*     indignant ^T3  ^ 

Incog:  incognito  ~~^\ 

Incom:  incomplete  ~~^     incomprehensible 

Incon:  inconceivable"^,  inconsistency^    inconsiderate  1 


PREFIXES  199 

In  Con,  Etc.:  in  connection  with  -  ?  in  conversation  *  in- 
cumbersome~*-v  incumbent^  (represented  by  En1) 

Incontra-e=i=o,  In  Counter:  incontrovertible""*^    in  counter- 
.   acting""1"     in  contradiction    L/    in  contributing""^. 

Incum:  incumbent"^    incumbered'— '^    superincumbent  \ 

Intent:  intemperate ' — N  intimidate  ^_ 

Inter:  interested^        interchange  7        interject  "£       inter- 
cept"^    internal   '       intermission^^    intercession  — e. 
interfere"^-         (generally  Net) 

Intercom:  intercommunication  "O— ^  intercommunion  ^-^ 

Intro:  introduction^' 

Irrecon:  irreconcilable^1^ 

Ir:  irresponsible'X 

Magna-e-i:  magnanimous^--^  magnetic--^ — >  magnificent'-i— 
magnified^  magnitudo"^"  magazine—, —  magnesia  T* 
(generally  represented  by  Em,  written  over,  or  partially 
over,  the  remainder  of  the  word) 

Mai,  Mel :  malform  cr-«s  malicious  O  malarial  C~&/  melan- 
choly c~^- 

Mis:  misrepresent --iA  misrule/^rf  misapply^"&c  mistake^^ 
misstate  ^\ 

Mlscom=n:  misconduct  ^  misconceived  1£  miscon- 
jecture'/^ 

Mult:    multiform  cr^\     multiply  c~- 

Nitro:  nitrogen y  l  ^—$ 

Non:  (generally  Nen;  sometimes  En-En)  nonsense non- 

sensitiveL       nonsuit^T'-f-   nonentity         nonemphatic"1^ 
nonresistance^slT  nonobservance"3  a    nondescript  -s> — • 

Noncom=n:  noncommittal  '     f 

Oct:  October  "A 

On:  onto_^      onward^" 

Out:  outfit  -L—  outdare  "Vr~     outbreak  "ir~     outcome  \^ 
outward  M^~  ~ 

Over:  overanxious    *-y  overthrow  JJ.- 

Prote»o:  protect  v.       protest  %       protocol 

r»-.  r^\~       «-»-•  -^ 


Re:  re-appear'T_        re-assemble 

Post:  postponed 

Recog«m=n=cum:    (Ray  near    the    remainder  of   the  word) 

recognize/^-9     recommend-ation  /~       reconsider-^ 

recumbent  O 
Self-:  (joined  or  disjoined  Iss)  selfish  _?      self-evident   K. 


200  PEEFIXES 

Self-con-m:  self-conceit J__    self-control      I 

Self-contra:  self-contradiction  (_,  , 

Trans:  (generally  Ters)  transaction  )__>    -JT    transfer 

transform   f\      transcribej — 
Un:    unaware   o<X unexpressed    \   unrecognized   -' 

scholarly &_f  unselfish  J>       untold  V 

locked  ^-^      unceremoniously^ — y,  unimportant  -^~^ 

unyielding.'0'    unregeneratev-^/ 

Uncon:  unconcerned  ^ 

^~\  — i^ 

Uncom  :  uncomelyk_^.c^uncomfortable  ^^     uncommonly--'- • 

Unaccom:  unaccomplished""'^ 

Ucircum:  uncircumscribed      6~A 

Uncontra:    uncontradicted  "^1 

Undecom:  undecomposed^l^ 

Under:  undertake  ^|    _understand  \f     underscorewo — under- 

sellV''     undergone  *-f~~* 

(End  is  sometimes  written  in  a  position   to  accommodate 
the  stroke  to  which  it  is  joined.) 

Unfor-e:  unforeseen    ^*»-^ 

Uninter:  uninteresting""""  [    uninterrupted^"^ 

Unre:  vmreasonable^-**-^ 

Unself:  unselfish    J 

Unrecog-m-n:  unrecognized     "^unreconciled    f    unrecom- 
peiised  *~*\ 

Where:    whereto  <S     whereupon  <J\  whereat  </     whereso- 
ever <^\.  whereby  <s\          /  / 

With:     with-it         with    its         withstand  J      without  £ 
withal         with  anothe7 


QUESTIONS  ON   LESSON   17. 

1.  For  what  purpose  are  prefix-signs  employed  ? 

2.  What  is  the  sign  for  accom  ? 

3.  What  other  sign  is  suggested  ? 

4.  In  harmony  with  what  other  frequent  prefixes  is  the 
suggested  sign  written  ? 

5.  Name  the  sign  for  ante=i. 

6.  Name  the  ways  for  representing  circum. 

1.  Specify  the  different  ways  in  which  cog  is  indicated  or 
omitted. 


REVIEW  201 

8.  State  how  com   and    con    are    indicated,   implied,   or 
omitted. 

9.  In  what  manner  is  the  sign  written  for  contra=e-i=o, 
counter  ? 

10.  State  how  com,  con,  and  cum  occurring  medially  are 
implied. 

11.  What  is  the  sign  for  En?    Enter? 

12.  How  is  Ex  expressed  ?     Is  it  ever  omitted  ? 

13.  How  is  for-e  indicated  ? 

14.  How  are  inter,  intro  represented  ? 

15.  What  is  the  sign  generally  employed  for  magna=e=i? 

16.  In  what  way  is  on  generally  written  ? 

17.  How  is  the  prefix  out  written  ? 

18.  In  what  way  is  the  prefix  post  written  ? 

19.  How  is  recog=m-n  indicated  ? 

20.  State  how  self  is  indicated. 

21.  Trans  is  expressed  in  what  manner  ? 

22.  How  is  under  expressed  ? 

23.  State  how  where  is  written  when  occurring  initially. 

24.  How  is  with  indicated  ? 


REVIEW   EXERCISE   17. 

Write  the  following  outlines  in  harmony  with  the  principles 
illustrated  in  the  foregoing  exercise  :  — 

Accomplishing,  under  the  circumstances,  recommend,  rec- 
ognition, commander,  commandment,  committee,  comrade, 
connect,  inconvenient,  counteract,  counterfeit,  enlist,  entan- 
gle, encumber,  enterprising,  entrances,  exchange,  forever, 
forgive,  immaterial,  impure,  insolvent,  instruction,  incom- 
plete, inconsistent,  in  connection,  in  comparison,  in  conclusion, 
in  compliance,  interesting,  interrupt,  interview,  interpret, 
introduce,  irreconcilable,  magnitude,  magnesia,  misrepresent, 
onto,  onward,  overwhelm,  overdraw,  overlook,  overflow,  pro- 
tection, Protestant,  postmaster,  post-office,  reform,  redraw, 
redeem,  recognition,  self-defense,  self-esteem,  self-sufficient, 
self-sacrificing,  self-government,  translation,  transmission, 
transpire,  transport,  unable,  unselfish,  uniform,  untold,  un- 
holy, understanding,  undertaken,  underneath,  wherefore, 
without,  with  its,  within,  withstood,  withdraw  w'thhold, 
wither. 


202  EEVIEW 

CONTINUITY  IN   WRITING  OUTLINES. 

—  —  /\     /t  -r 
f.\ 

^-l  .    f 

.. 


At  this  point  in  your  work  you  doubtless  imagine  that  you 
have  reached  the  utmost  limit  of  speed,  and  that  you  never, 
never  will  be  able  to  write  any  faster,  and  yet  you  seem  to 
make  rapid  movements  in  writing  the  forms.  What  is  the 
difficulty?  It  is  this:  you  are  losing  time  between  strokes. 
Your  movements  may  be  rapid  enough,  but  they  are  not 
steady;  and  you  can  not  expect  them  to  be  continuous  until 
you  can  think  of  the  proper  outlines  as  rapidly  as  the  words 
may  be  spoken.  In  the  future  observe  that  you  do  not  lose 
any  time  between  strokes,  and  especially  that  you  do  not  make 
false  or  unnecessary  strokes. 

As  a  final  admonition,  I  would  say,  above  all  things,  do  not 
become  discouraged  at  your  progress.  Look  forward,  and  not 
backward.  Every  expert  writer  has  had  to  do  what  you  are 
now  doing;  for  shorthand  skill  is  neither  inherited  nor  pur- 
chased. It  is  acquired  only  by  persistent  labor,  and  an  exer- 
cise of  God-given  talents,  with  which  you  have  been  endowed 
in  common  with  all  others,  and  you  can  not  expect  satisfactory 
attainments  without  such  exercise. 


LESSON  18 

AFFIXES. 

419.  Brief  signs  are  employed  for  all  the  affixes  in  frequent 
use.     A  thorough  drill  upon  these  signs  can  not  but  be  of  great 
advantage  to  the  student. 

420.  The  purposes  for  which  these  signs  are  employed  are 
stated  below,  with  the  exception  of  a  few  signs  that  will  be 
sufficiently  explained  by  the  illustrations  which  follow  :  — 

Able:  Where  convenient  to  join,  Bel  is  employed;  when  fol- 
lowing Iss,  Ses,  or  final  hooks,  Bee  is  more  conveniently 
used.  Many  times  omitted,  especially  on  frequent  words. 

Ality :  The  stroke  following  this  affix  may  be  disjoined  to  in- 
dicate the  following  sounds. 

Ance:  Represented  by  the  stroke  Ens,  or  the  En-hook  and  Iss. 
Quite  often  omitted. 

Ancy:  Expressed  by  En-Es,  or  sometimes  omitted  when  in 
frequent  use. 

Ants,  Ents:  Expressed  by  Nets,  or  the  preceding  stroke  modi- 
fied by  the  Ens-circle  and  halved. 

Arian :  Generally  expressed  by  Ren;  otherwise  the  En-hook. 

Bility :  Expressed  the  same  as  ality,  or  by  Blet,  as  being  more 
quickly  written  and  more  suggestive, 

Ble=y :  Expressed  by  Bel  or  Bee,  according  to  convenience  in 
joining.  In  a  few  cases  omitted 

Bleness  :  Indicated  by  disjoined  Iss. 

Burg:  Indicated  by  Bee. 

Cious  :  This  syllable  is  indicated  by  Ish,  or,  for  a  more  con- 
venient angle  on  some  strokes,  Shay.  Where  there  is  only 
one  stem  in  the  word,  Iss  is  added  to  Ish ;  as,  conscious. 

Ed  :  Generally  written  with  the  same  outline  as  the  primitive 
word,  when  the  last-named  ends  in  Steh  (sometimes  Ses), 
Ster,  a  lengthened  stroke,  or  a  half-length.  When  the 
primitive  word  ends  in  Iss  or  a  full-length  stroke,  with  or 
without  initial  or  final  hooks,  the  syllable  ed  is  generally 
expressed  by  changing  Iss  to  Steh,  or  by  changing  the  full- 
length  stroke  to  a  half-length. 

Ence :  Either  the  stroke  Ens,  or  the  circle  Ens,  joined  to  the 
preceding  stroke.  In  derivative  words  sometimes  omitted. 

Ency  :  En-Es,  or  omitted. 

Er :  Expressed  by  Ar,  Ray,  or  Ar-hook,  according  to  con- 
venience. 

Est:  Expressed  by  Steh,  Est,  or  Iss-Tee. 

Eth :  Generally  represented  by  Ith.  Where  frequent,  it  may 
be  omitted. 

Ever  :  Indicated  by  Vee. 

203 


204  AFFIXES 

Fer-e  :  Indicated  by  Ef. 

Form  :  Indicated  by  Fer. 

Ful=ly :  Represented  by  Ef,  Fel,  Ef-hook,  or  omitted,  accord- 
ing to  convenience. 

Fulness  :  Indicated  by  disjoined  Iss. 

For-e  :  Indicated  by  Ef. 

Gram,  Qraph=ic=al :  Indicated  by  Ger. 

Hood  :  Represented  by  Dee,  or  by  halving  the  preceding  stroke. 

Ic=al-ness  :  Frequently  omitted. 

Ing:  Represented  by  a  light  dot  after  the  preceding  stroke, 
especially  in  connection  with  verbs  and  participles.  Nouns 
and  adjectives  more  frequently  employ  the  stroke  Ing. 
This  rule  is  not  followed  closely;  yet  its  observance 
secures  some  very  convenient  forms  for  the  following 
phrases,  which  it  will  be  "noticed  are  verbs  and  participles 
with  a-n=d,  the. 

Ing  a-n-d,  the :  Indicated  by  a  light  disjoined  tick  at  right 
angle  to  the  preceding  stroke.  Ing  the,  by  a  light  dis- 
joined tick  at  an  acute  angle  to  the  preceding  stroke. 

Ingly  :  Indicated  by  a  heavy  disjoined  tick. 

Ings  :  Generally  represented  by  the  stroke  Ings,  sometimes  by 
the  heavy  disjoined  dot,  or  with  frequent  words  it  may 
be  omitted,  yet  indicated  by  joining  Iss  to  the  preceding 
stroke.  It  is  well  to  avoid  the  use  of  the  heavy  dot  here 
as  in  the  case  of  its  initial  use  for  accom.  It  is  difficult 
to  make  it  rapidly  enough  to  meet  the  requirements  of 
verbatim  speed. 

Ism  :  Expressed  by  Sem  or  Zee-Em. 

1st:  Expressed  by  Est  (written  upward  if  necessary)  or  Steh. 

Ity  :  Frequently  expressed  by  making  the  preceding  stroke 
half-length,  or  in  some  cases  omitted.  In  a  few  cases  it 
may  be  advantageously  represented  by  disjoining  the  fol- 
lowing stroke,  as  in  the  case  of  ality. 

Ize  :  Expressed  by  Zee  or  iss.  • 

Less  :  Expressed  by  Lays,  Els,  or  the  El-hook  and  Iss. 

Lessness  :  Indicated  by  disjoined  Ses. 

Ly :  Represented  by  Lay,  El,  the  El-hook,  or  frequently 
omitted. 

Ment:  Represented  by  Ment,  yet  frequently  omitted. 

Mental :  Represented  by  Ment  joined  to  the  preceding  stroke. 

Mentality:  Represented  by  disjoined  Ment. 

Ness  :  Expressed  by  the  stroke  Ens  or  the  Ens-circle. 

Ology  :  Represented  by  Jay,  joined  or  disjoined.  Alogy  is 
likewise  represented. 


AFFIXES  205 

Scope  :  Represented  by  Skay  or  Skay-Pee. 

Script  :  Represented  by  Skay-Pet  or  Skay. 

Self  :  Indicated  by  Iss,  joined  or  disjoined  according  to  con- 
.  venience. 

Selves  :  Indicated  by  Ses,  joined  or  disjoined. 

Serve  :  Represented  by  Iss-Ray. 

Ship  :  Represented  by  Ish,  joined  or  disjoined.  Shay  may 
sometimes  form  a  better  junction  with  certain  strokes. 

Someness  :  Indicated  by  disjoined  Iss. 

Soever  :  Indicated  by  Iss-Vee,  or  disjoined  Iss. 

Tion  :  Expressed  by  the  Shon-  or  the  Eshon-hook,  or  fre- 
quently omitted,  especially  on  words  otherwise  fully  rep- 
resented by  consonant  outline. 

Tive  ;  The  use  of  the  large,  slowly  written  backward  hook  for 
tive  is  avoided  by  employing  the  Ef-hook.  This  is  con- 
sistent, since  the  primitive  of  many  word-signs  and  other 
contractions  which  end  in  a  stroke  without  final  modifi- 
cations may  take  an  Ef-hook  for  the  additional  sound  of 
ive  ;  as,  correct,  prospect. 

To  :  Indicated  by  Petoid  in  the  position  required  by  the  pre- 
ceding stroke. 

Ville  :  Expressed  by  Vee,  Vel,  or  Vee-Lay,  preferably  the  first- 
named  when  joined  to  strokes  having  final  modifications. 

Ward  :  Ard  or  Werd,  according  to  convenience. 

Where  :  Wer  or  Ray. 

What  :  Indicated  by  making  the  preceding  stroke  half  length. 
Such  outlines  are  generally  placed  in  the  first  position. 

Y  :  Final  vowel  sounds  are  generally  indicated  by  the  stems 
rather  than  by  any  of  the  briefer  signs  ;  that  is,  by  Es 
rather  than  Iss  ;  by  the  strokes  for  n  and  f  rather  than 
the  hooks  ;  by  the  strokes  for  t  and  d  rather  than  halving. 


Able:   acceptable-^--    indefatigable*^     indispensable^ 

profitable^,     (generally  Bel  or  Bee) 
Alogy  :  mineralogy""^-/ 
Al-ly-alness  :  municipal  ^°^  canonical  —  ^r  physical  Ve  — 

mental   -*      trial 
Ality:     carnality  c~^—^  -«. 

Ance-cy  :  reliance  C/°    performance^,     remittance... 

-  -  -    j  f\.    i  *\ 

remembrance  *\      perseverance  v\     forbearance 

vacancy^  —  -,   hesitancy    )       fancy  ~^L^ 
Ants,  Ents:  occupants  "7Tt   tenants,^      opponents\j, 


206  AFFIXES 

Arian :  parliamentarian  "V "  vegetarian  \ 

Bllity  :  changeability  </     sensibility  "^A    instabilityv~"£ 

Ble-y :  profitable  ...      considerable   I        responsible  A 

invisible^:*  imperceptible-y^A*    (generally  Bel  or  Bee) 
Bleness :  serviceableness  oAo0     feebleness  ^0        compatible- 
ness  o  amiableness  ^-^o 

Burg:  Pitt sburg  V.      Petersburg  y\       Wheelersburg6_\, 
Clous:  atrocious  \y  audacious  U    avaricious*V  voraciously^ 

delicious  L^     judicious   )     ^precious    )     luscious^ 

^  .      ^V^  ~s         °\ 

auspicious  .<,_  unsuspicious  A      pernicious    o    (Where 

only  one'  stroke    is   used,    Ishes;    as,    conscious  &) 

unconscious  ^/     (If  two  or  strokes  are  used,  Cious  is 

represented  by  Ish  or  Shay.)  ' 

-De-:  predetermine^       predisposition  \ 
Ed:  officiatedj^_    finished^      ransomed/^^    dared  S 

prepared  A.     aroused^--  conquered  «r    caused  ""* 

embarrassed^/rnarshaledi^Vneutralized     7guided"7?_ 
I  revolutionized-/^^-  - 

All  words  ending  in  Ed  are  generally  written  with  the  same 
outline  as  the  primitive  word,  when  the  lastrnamed  ends  in 
Steh  (sometimes  Ses),  Ster,  a  lengthened  stroke,  or  a  half; 

length;  as,         rest-d/    master-ed.-^Oenter-ecr" v"ote-d  <- 

When  the  primitive  word  ends  in  Iss  or  a  full-length  stroke 
(with  or  without  initial  or  final  hooks),   the  syllable  Ed   is 
generally  indicated  by  changing  the  Iss  to  Steh,  or  by  chang- 
ing the  full-length  stroke  to  a  half-length;  as,         pass\;- 
passed^-   pray  \     prayed  *Y     impugn"^  impugned  -"o" 

Exception  :  Unhooked  Yay,  Way,  Emp,  and  Ing  are  not 
made  half-length;  hence  the  syllable  Ed  following  primitive 
words  ending  in  these  strokes  written  full  length  and  un- 
hooked, is  indicated  the  same  as  the  primitive;  as,  im- 
prove-d^->  ;  or  the  form  changed;  as,  weight  weighed  1 
Ence:  violence  **•  prominence  j^_  permanence  v— ^ 

inference /A.     preference *\j^c  ^  r 

Ency :  insolvency(?}j  tendency  J     incumbency  j    fluency^ 
Er:  worshiper  t/2    remembrancer  di     loftier  A^divinery^ 

supporter^Jx^  remaind^r^-^      holier_Xl     settler  f* 

improver^v.  bearerv      (bear  V^       ) 
Est:  givest —     holiest  -£--  considerest     o   wickedest  ^_ 

kindest  ITL     shortest^,      grandest  "«-r?     seest  6 

believest  ^      oughtest    f       nicest ^\ 


AFFIXES  207 

Eth:  giveth    ~T  (sometimes  omitted)  thinketh  no 

evil  (  ^_        fainteth  <^,( 
Ever:  forever  *x_ 
Fer  :  infer~V  refer/I,  transfer  V 
Fere:  interfere^ 
Form:  inform""^     reform"^_  transform"^     multiform  <r^sj 


_  ,, 

Ful-ly-ness  :  neglectful--  —  '  plentiful-ly  ^       prayerful'v 
handful  v—  hateful  L        merciful  ^      faithful 


bountifulness-V--  painfulness    ,     revengefulness 
For-e:  wherefore  <yV    therefore  9      °therefor  0 
Gram  :  telegram  £—      kilogram  «-^~    programV—  —  ^ 
Qraph-lc-y  :  geography/—  photography^*  —  te!egraph-yf— 

biography^**"  hierograph-ic-al-ly^"^ 

Hood:  priesthood  |>  manhood-'rj>~ehildhood_/I  sisterhood  __ 
lal  :  gladitorial  ^ 

Ibe:  describeJTT  inscribef^"  prescribe  a  — 
Ic-al-ness:  emblematic'X-  diplomatic!      photographic^" 

systematic-al  P     scientiflc-al-lyL      characteristic 

sympathetic0^  mechanical-ly-nesS'-^-canon-ic-al-ness 

stomachic        socialistic  <s^~theoretical  (s    realistic<-^^ 
Iclty:  publicity  \       authenticity  _*)_ 
Illty:  hostility^  r 
Ing,  Ing  A-n-d,  -The:  thinking  (     making'--,  giving  aTTI'j 

taking  the    I,       doing.  a  \_ 

IngThr:  taking  their  own  j,    giving  their  own 
Ingly  :  knowingly  ^-^x     unerringly"^^     astonishingly  /_  _ 

everlastingly^      exceedingly      \__  cunningly  •  —  •/ 
Ings:  proceedings  \    meetings  _^_  (generally  Ings,  or  heavy 

disjoined  dot)  *> 

Ion:  indigestion*^    digestion  )     congestion  ^ 
Ish  :  admonish-^  diminish  t-^  /•  ^^ 

Ism:  unionism^  mesmerism-^-^heathenism^"  rationalism/ 


1st:  opinionist^     factionist^.  _  ^>  unionist  "v3""  atheist  d 
revolutionist  -fi.     naturalist  ^~J>"  sentimentalist  "-^ 

Ity:  nationality^?  profanity  V-  proximity'V-  rigidity  /^ 
extremity]  sensuality  *-*>  prosperity^  credulity  <-r 
trinity  J\_  atility^.  agility  _^  utility  /_  phrasability  J\ 
priority  V  animosity^!  intellectuality  simplicity""^ 
impurity  ^/  fidelity  V_  _  brutality  <v  futurity  -L- 


208  AFFIXES 


liberality/"^ generality  J\    hostility  ^*j    hospitality^ 
principality  *\i  individuality^.  _  equality  !i_ 

Ive:  descriptive!"^  destructive  J      constitutive  P 

Ize:  humanize"^ 

Ization:  h\amanization^3       capitalization     K 

Less-ness:  blushless^thankless-G^matchless^  boundless  .A 
carelessness  <^-oworthlessness  <s( 

»Ly  :  purely  \y     formally      i     homely  >V~  naturallyy'^ 
masterly    ^~^~\        needfully   ~V.  officially1^:, 

safely 'v.     namely-*^   surely  9      correctly  77_   truly  Q- 
manfully  ^-^_--  mournfully^- J\^  authoritatively  evi- 

dently   v^        indignantly^.  _      uniformly  -r^y    rashly/f^  _ 
certainly  o^       neighborly     \    largely-/^-  wickedly]^ 
weekly  5rr    strangely  3      worldly/:.,  leisurely  /"9    [duly 
received -lA ..     ]    bitterly^/      falsely.Sf, 

Ment:  adjournment  ]  commencement  -—»       entangle- 

ment-^ —    betterment V/"^    disappointment  <s       enlarge- 
ment"^- judgment/     achievement  ^_  engagementv~^ 

Ments:  commencements  -~D       commandments  v^s  fc#~] 

Mental:  instrumental     U     fundamental  ^s-* 

Mentality:  instrumentality  ^ 

More:  evermore  ^*^       nevermore  ~f^_ 

Nant:  benignant  V>—     indignant  T_  _ 

Ness:  sad  ness -f-.  proneness  "X^,         darkness  -]-- 

boldness   «;^p\  (generally  Ens) 

Ology:  doxology   L->/  zoology  )/     physiology  ^     geology/". 

Ous:  voluptuous  ^     tempestuous  l^      marvelous  '^    mon- 
strous ^      monotonous  ""£_, 

Scape:  landscape  (*^r-. 

Scope:  telescope  $—     stethoscope  tL.  microscope/^*— ^ 

Script:  transcript  J — v    manuscript ' — ' — v   '  s-*~j>— 

Self:  myself  C*.  our  own  self  ^°-- 

Selves:  (joined  or  disjoined  Ses)  yourselves  &  our  OAVII  selves^  — 

Serve:  observe  \"    preserve^    deserve  \^      subserve  V 

Ship:  friendship  y        lordship^/..,      fellowship  "^ — wor- 
ship ^    workmanship  -SJ  steamship  <*~} 

Someness:  wholesomeness  f~-°-     irksomeness^— «    gladsome- 
ness^*    cumbersomeness  % 

Soever:  wheresoever  tX_  whithersoever  y     whosesoever  ^••-- 
whosoever  f^-- 

Tion:  action  ~-^>    motion  s-$  ^position  \>      devotion  U» 


AFFIXES  209 

> 
Tfal  (Clal),  Tious:  initial impartial""V     fii.Ancia/V.— 

financial  matters^"*  conscientious  J_^   ostentatious  ^ 
Tive-ly:  descriptive <r~3    corrective'    D   legislative^'// 
Ty:    solemnityA'^safety   t      impossibility  ^J.   penalty^ 

prosperity   ^\       novelty"^- 
To:     onto  ^     whereto  S~    hereto  __ . 
jyille:     Zanesville  L^  Huntsville  ^    Evansville^-^^  Ashe- 

ville  <_     Nashville  ^~0  lv-C.J 
Ward:     eastward  ^        westward  "^       northward  ^^_    way- 

ward^S      [award  -•/    ] 

Where:     [everywhere°V/  ]        anywhere *~*^  somewhere  «>/ 
What:     somewhat  f\ 
Y:     thirsty  3      tasty  i     cozy"^    treaty! 


QUESTIONS  ON   LESSON   18. 

1.  In  what  way  is  able  indicated  ? 

2.  What  is  the  sign  for  ality  ? 

3.  Name  the  ways  of  representing  ance. 

4.  State  how  ants  or  ents  is  indicated. 

5.  How  is  arlan  written  ? 

6.  In  what  manner  is  bility  expressed  ? 

7.  State  how  ble-y  are  expressed  ? 

8.  How  is  bleness  written  ? 

9.  State  how  cious  is  indicated.     Name  an  exception. 

10.  How  is  the  syllable  ed  indicated  when  the  primitive  ends 
in  Steh,  Ster,  a  lengthened,  or  a  half-length  stroke  ? 

11.  How  is  it  expressed  when  the  primitive  word  ends  in  Iss 
or  a  full-length  stroke,  with  or  without  other  initial  or  final 
modifications? 

12.  What  is  the  sign  for  the  affix  ence? 

13.  How  is  the  syllable  er  expressed  ? 

14.  Name  the  different  ways  of  representing  est. 

15.  State  how  eth  is  represented. 

16.  How  is  ever  indicated  ? 

11.  State  how  form  is  distinguished  from  fer=e. 

18.  Name  the  different  ways  in  which  ful=ly  are  represented 

19.  State  how  fulness  is  indicated. 

20.  In  what  way  is  for=e  indicated  ? 

21.  What  is  the  sign  for  gram  or  graph=ic? 

14 


210  REVIEW 

22.  State  the   different  ways  in  which   ing   is   represented. 
What  sign  is  generally  employed  with  verbs  and  participles? 
What  is  used  mostly  for  nouns  and  adjectives  ? 

23.  How  is  the  represented  following  ing? 

24.  How  is  a,  an,  or  and  represented  following  ing? 

25.  What  is  the  sign  for  ingly? 

26.  How  is  ings  represented?    How  indicated? 

27.  How  is  ity  frequently  indicated  ? 

28.  In  what  ways  is  less  expressed  ? 

29.  How  is  lessness  indicated  ? 

30.  Name  the  ways  of  expressing  ly. 

31.  State  the  different  ways  of  representing  ment,  mental, 
and  mentality. 

32.  What  is  the  sign  for  ology  or  alogy  ? 

33.  In  what  ways  are  self  and  selves  indicated  ? 

34.  State  how  ship  is  indicated. 

35.  In  what  manner  is  someness  indicated  ? 

36.  How  is  soever  indicated  ? 

37.  How  is  the  sound  of  shon  expressed?     When  is  it  omitted? 

38.  What  sign  is  frequently  employed  for  tive? 

39.  How  may  ward  be  expressed  ? 

40.  How  is  where  expressed  ? 

41.  In  what  way  is  what  indicated  ? 

42.  How  are  final  vowel  sounds  generally  indicated? 

REVIEW   EXERCISE    18. 

Write  forms  for  the  following  in  harmony  with  the  preced- 
ing illustrations :  — 

Noticeable,  miserable,  changeable,  negotiable,  sociable, 
approvable,  deliverance,  hindrances,  entrance,  remittance, 
compatibility,  responsibility,  Vicksburg,  precious,  entered, 
arrested,  restored,  proposed,  waited,  approved,  objected, 
holier,  kindest,  keenest,  fastest,  referred,  transfer,  reform, 
perform,  deform,  faithfully,  rightful,  peaceful,  lithograph, 
mechanic,  characteristic,  trying  the,  improving  the,  inviting 
a,  inviting  the,  invitingly,  meetings,  finish,  varnish,  pros- 
perity, ability,  impurity,  instructive,  suggestive,  objective, 
us.elessness,  boundlessness,  naturally,  officially,  surely,  largely, 
weekly,  worldly,  rashly,  forevermore,  physiology,  transcript, 
himself,  our  own  self,  themselves,  reserve,  in  reserve  (Ners1- 
Ray),  irksomeness,  whatsoever,  palatial,  safety,  onto,  Nash- 
ville, eastward,  reward. 


TICKS   AND  SEMICIRCLES. 
Ticks. 

On  the  following  page  is  a  table  showing  all  the  modifica- 
tions, and  most  of  the  uses,  of  the  ticks.  Special  uses  are 
illustrated  on  page  213.  In  using  this  table,  first  read  the 
word  at  the  top  of  the  column,  to  which  should  be  added  the 
word  or  syllable  in  the  respective  column  at  the  left. 

421.  The  ticks  may  contain  the  following  modifications: 
The  circle  Iss,  initial  or  final;  rarely  Ses ;  and  the  small  ini- 
tial and  final  hooks. 

Heavy  ticks  are  written  in  three  directions,  light  ticks  in 
four  directions.  With  the  exception  of  the  tick  for  how  (third 
position),  they  are  written  in  the  first,  the  second,  and  the 
fourth  positions;  and  may  be  used  after  Iss,  Ses,  the  Ef-  and 
the  En-hook 

The  Phrasing  of  Ticks. 

The  writing  of  ticks  following  final  hooks,  according  to 
Standard  Phonographic  principles,  is  to  write  them  at  an 
angle  to  the  direction  of  the  stroke  to  which  they  are  joined. 
Thus  writing  upon  the,  Pen-Chetoid;  concerning  the,  Sarn- 
Chetoid;  run  the,  Ren-Petoid,  etc.  Of  course  it  is  a  matter 
of  individual  choice;  but  a  careful  comparison  will  make  it 
apparent  that,  with  most  persons,  the  ticks  can  be  more 
rapidly  written,  if  the  direction  selected  be  the  same  as  that 
of  the  stroke  to  which  they  are  joined;  thus:  upon  the, 
Pen-Petoid;  concerning  the,  Sarn-Petoid ;  run  the,  Ren- 
Retoid. 


In  the  list  of  word-signs  many  of  the  ticks  are  omitted, 
the  entire  number  of  modifications  being  shown  on  the  fol- 
lowing page. 

211 


212 


TICKS  AND   SEMICIRCLES 


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TICKS  AND   SEMICIECLES  213 

VARIOUS   USES  OF  THE  TICKS  AND  SEMICIRCLES. 

Taking  a  j     taking  the   \     and  what  is-has?!.  would  as- 
his  3     and  what  is  thej^almost  ^T?1.  suits  their  -£  -  before 
their  V\    since  their  ^"  would  their  ^      were  therefore   I 
would  therefore  ^     about  their  y\~  must  we—^j  onto  our^. 
howbeit^~  howsoever"^"  Howell^A  Howard  V"  we  hear ^>_ 
I  hear  \      none  of  their-other  ^f     O'Connor  t  ^_  on    his 
house     j-^on  their  having  _"L    there  were  1     this  would  £ 
from  what  I  have^.    have  I  not  \j      hugely  ^  I  ought  ?_ 
as  to  you-«r    would  therefore  ^      perhaps  their  ^,   onto  ^_ 
but  I  would  L-,     but  he  would   i/>     butitis'L"    but  their  ;  i^ 

ex  o         v 

from  what  you  said  _T_       should  it    -i-  -    so  we  I        of  what 
their  ^        just  as  they  are  o(.      who  their    <      ought 

their  ^  should  their  -/  should  otherwise  -*^J  were 
there  )  onward  ~^  onset  ]_  to  what  his  own  V—  when 
it  is  other  wise  c-^-v  whosesoever  6  I  would,  __  whether  I 
would^Y^  but  for  the  k  but  yet  K  would  seem?-^  but 
It  is "4  (at  his  -[--)  although^-all  things"^,  after  all-\--to  our 
knowledge  V^ -recover  their/ — "'please  you  ^y  go  ye  there- 
fore^;; but  there  is  i^  we  are  all  </\  understands  you  "^ 
against  you — IT  to  all  portions  f-r  and  as  I  have  ~£  we 

will    yet  ^     and  this  you  call  (^ high  priest  v\>      how 

rarely^x^is  he  graced  "f^°  it  is  all  ^      were  willing  to  let  t- 
is  to  have  ^_     among  all  ^-^-A  has  he  done  H--  all  the  while  y. - 
all  the  more^*"^    can  owe — p    at  whose-]--   which  he  would 
otherwise  A^.   his  other  )  ?  of    all   nations V?i  we  come  to 


Thee,  O  Lorcf^—  Awe  give  Thee,  0  Lord,  the  gratitude  of  our 
hearts  ^^  all  explained  v        we  thank  Thee  -1-  -    to  give 
Thee  -^-       we   beseech    Thee  \          and  I  ?..  t-lo  Lord, 
by  beholding  Theei^X       what  sort  j__    loving  others  A.^ 
[in  the  regions  beyond^^lA  ]  to  deal  with'y^  and  as  we  -e 
unless  we  doc"~^  we  unders'tand  ^    verily,  verily,  I  say  unto 
theeWn    [and  a-n"-    and  the--    there  are  1     there  will .  f 
their  own   J       there  have  u       there  has  been  k       there  has 
not    k^      to  him  •—      for  him  's       ] 

Semicircles. 

422.   The  semicircles  in  most  frequent  use  are  the  following- 
named  :  — 

We:     The  semicircle  for  we  is  always  written  in  the  first 
position,  both  when  written  alone  and  when   beginning 


214  TICKS  AND   SEMICIRCLES 

phrases.  When  the  semicircle  is  changed  into  a  hook  and 
attached  to  the  following  stroke,  that  stroke  is  invariably 
written  in  the  first  position.  When  the  semicircle  is  used 
medially  or  finally,  it  is  joined  to  the  preceding  stroke 
without  reference  to  position. 

Way  or  Away :  These  frequent  words  may  be  conveniently 
expressed  by  Brief-Way,  generally  Weh,  joined  in  any 
position. 

Were:  Phrases  beginning  with  were  may  be  expressed  by 
Brief-Way,  generally  the  semicircle  Weh,  or  as  a  Weh- 
hook,  second  position.  Occurring  medially  or  finally,  it  is 
written  in  the  position  required  by  the  preceding  stroke. 
It  is  many  times  expressed  by  an  Ar-hook  on  an  outline 
written  in  the  third  position. 

What:  This  word  is  generally  indicated  by  Wuh,  first  posi- 
tion, or  Weh  may  be  used  in  phrases,  and  the  sign  written 
in  the  position  required  by  the  phrase.  The  word  is  also 
frequently  indicated  by  halving  the  preceding  stroke  and 
placing  the  sign  in  the  first  position. 

With  :  With  is  generally  indicated  by  Weh,  first  position. 
In  some  derivative  words,  Ith  or  Dhee  is  used  instead. 

Would  :  Would  is  generally  expressed  by  Wuh,  second  posi- 
tion, or  Weh  may  be  used  in  phrases,  and  the  sign  written 
in  the  position  required  by  the  preceding  stroke.  It  is 
frequently  indicated  by  halving  the  preceding  stroke  and 
writing  it  in  the  third  position. 

Year=s  :  These  words  are  generally  indicated  by  Yeh,  first 
position,  but  Yuh  is  frequently  employed  in  phrases,  and 
written  in  the  position  required  by  the  phrase. 

You  :  You  is  generally  indicated  by  Yuh  (opening  downward), 
second  position.  However,  Yeh  (opening  upward)  is  fre- 
quently employed  in  phrases,  or  in  frequent  phrases  you 
may  be  entirely  omitted.  Sometimes  this  omission  is  im- 
plied by  writing  the  form  of  the  preceding  word  in  the 
third  position. 


Beyond  :  beyond  that  which  7  -  /" 

s r  .s 

We:  we  come —  shall  we  /  we  met  fl  werather.-.  we 
satisfy  Jf.  as  we  <•  we  can '7^?.  should  we^<.  ought 
we  A 


TICKS  AND   SEMICIRCLES  215 

Way  or  Away:  go  away  — x  this  way  4  that  way  £  irregu- 
lar way"X_c  pathway  -V-  give-n-ing  away "~-^-_  far 
away  ^i"  put-ting  away-^^  make  away  with  --^  pass- 
ed-ing  away  Nf 

Were :  were  late  f  were  made  o  there  were  5  were 
gone  <=T>  were  come  c —  as  were  c  yours  were  £~ 

What:  about  what~£  without  what  {  what  is  in- 
volved ^~\  what  is  the  matter^fTT^hat  sort  ^  beyond 
what  O 

With  :  with  such  f  with  salvation  -/?.  with  his  own  ^— " 
withhiscustom^~^r~\vithit  with  its  ^  herewith)  • 
wherewith^  with  her  ^  "  , 

Would:  that  would  (      this'would  4      the  other  would  \ 
would  certainly^       you    would   show-O..   you  would 
say  -0-. 

Year-s  :  about  a  year  "v  two  years  ago  '^r^-  some  years 
ago <r>^_  leap  year  (\>  several  years  agot^— next  year^-ju 

in  the  course  of  the  year year  bookA-.  beyond  his 

years  ^ 

You:    you  do  I—  you  have  v—  in   you^     any  of  yovC^. 
you  say  there  is  T "  in  what  you^f.    which  of  you  / 
you  said  ^    "    maKes  you  s-v*      could  you  do  it  ~\ 
all    you     do  ^        can    .you  — «    then     you  6,       before 
you  canVu — ,  within  you^°      convince  you'^f  you  would 
take  n_.  do  you  see  V     you  take  «  _  what  did  you  do^ 

[have  you  -  ^--  are  you  ^  -  will  you  ,p.  doyou.j.-] 


QUESTIONS  ON   LESSON   19. 

1.  Name  the  modifications  that  may  be  attached  to  the  ticks. 

2.  In  how  many  directions  are  heavy  ticks  written  ? 

3.  Light  ticks  1 

4.  In  how  many  positions  are  they  written  1 

5.  Name  an  exception. 

6.  What  modifications  may  precede  the  ticks  . 

7.  In  what  direction  may  ticks  be  more  conveniently  joined 
to  strokes  ? 

8.  For  what  purpose  is  a  tick  disjoined,  and  written  at  a 
right  angle  at  the  end  of  the  stroke  1 

9.  At  an  acute  angle  1 


216  REVIEW 

10.  What  is  the  manner  of  indicating  medial  or  final  I? 

11.  Medial  or  final  he? 

12.  How  is  I  represented  initially  ? 

13.  How  is  he  represented  initially  ? 

14.  For  what  purpose  is  a  heavy  tick  used  medially  or  finally  ? 

15.  State  how  we  is  written. 

16.  What  is  the  invariable  position  when  beginning  phrases? 

17.  In  what  manner  may  way  or  away  be  indicated  ? 

18.  State  how  were  may  be  indicated,  and  in  what  position. 

19.  Name  the  different  ways  of  expressing  what. 

20.  State  the  various  ways  of  expressing  with. 

21.  Name  the  ways  of  expressing  would. 

22.  State  how  year-s  is  indicated. 

23.  Name  the  ways  of  indicating  you. 

24.  How  may  its  omission  be  implied  ? 

REVIEW  EXERCISE   19. 

In  harmony  with  the  foregoing  illustrations,  write  the  fol- 
lowing :  — 

Of  a,  on  a,  to  a,  but  a,  but  the,  and  but,  he  is — has,  he 
should,  should  he,  I  have,  or  if,  how  will,  how  are,  all  will,  to 
have,  and  to  the,  but  if,  or  if,  two  are,  two  will,  who  are,  who 
will,  there  are,  there  will,  who  have,  there  have,  and  our  own, 
but  not,  ought  to  have,  ought  their,  and  how,  and  ought,  but  are 
not,  and  I  (Ketoid1),  and  I  have  (Keftoid1),  and  the  (Light 
dot4),  and  a-n  (Ketoid4),  giving  a,  making  the,  it  seems  there- 
fore, onto,  perhaps  there  are,  I  would  be,  he  would  be,  would 
seem,  it  would  seem,  is  the  time,  we  give,  we  said,  as  we  should, 
to  give  away,  as  there  were,  wherewith,  with  us,  with  our, 
with  our  own,  with  it.  (Dhet  the  height  of  Tee  above  line. 
Only  vertical  or  inclined  half-length  that  height,  all  other 
such  signs  being  half  the  height  of  Tee  above  line  of  writing.) 
You  would,  would  you,  two  years,  two  or  three  years,  next 
year,  some  years  ago,  in  the  year,  have  you,  you  have  ?  if  you, 
before  you,  then  you  have,  do  you  think,  you  shall. 


LESSON   20 

OMISSIONS.* 

A:  as  a  personal  Saviour  <2J^_  nowadays  ^~\    for  a  time  V. 
awhile...  (Omission  of  a  of  frequent  occurrence.) 

Able:  profitable  ?^_ 

Accom  :  (usually  omitted)   accompany  V_^          accomplish- 
ment j  [accommodate  •  —  |     ] 

After:  day  after  day    (|       week  after  week  ___         [  777   ] 
time  after  time  J|  .     year  after  year  .^        [    ^     J 

-A1-:  God  Almighty  —  ^         Lord  Almighty  "v- 

All  :  to  all  intents  and  purposes  -v-^r 

An  :  such  an  intellect  <£-  Ni 

And:  to  and  fro-1*^-  in  and  in^"  up  and  down  \  deeper 
and  deeper  ML  shorter  and  shorter  j.  heaven  and 
earth  Wt  again  and  again—*-,  blacker  and  blacker"^ 
better  and  better  \v/  brother  and  sister  ^\o~  quicker  and 
quicker~Tf7  by  and  by^  east  and  west  \  right  and 
wrong/V^  stronger  and  stronger^.-  such  and  such  J> 
through  and  through  \  forever  and  ever  \_.  further 
and  further  ^\  this  and  that  (•  this,  that,  and  the 
other  P  greater  and  greater  *-c-'  (and  what  ~.  and 
would(  ->  )  here  and  there^  (and  to  find  --^  and  to 
give-,^_)  i_'Q_ 

By  :  step  by  step  %,    week  by  week  ----    day  by  day  II 
year  by  year^X-      [   u      ]    moment  by  moment  *~v-** 
justification  by  faith   £ 

Circum  :  your  circumstances  jT 

Con-,  Com-,  Concern-:  content  J  convenient-.,  con- 
veniences ^  committee  concomitant  •* 

Ed  :  called  it  ^     mentioned  it  o     kept  it  ~~^ 

For:  reason  for  their/  —  ''take  it  for  granted  l-»  took  it  for 
granted  |~,  learned  counsel  for  defense^"  \  good  for 
nothing  ~f 

From  :  away  from  him  ^N^    to  hear  from  you 

From  —  To:    from  place  to  place  \^   from  day  to  day  \\ 
from  hand  to  hand  *-^> 

Have  :  will  have  had  /~    we  have  done  J      we  have  been  ^ 
would  have  known  a_?    what  must  haver  been^~\    it  will 
have  sailed  ^>      it  will,  have  addressed  \     I  have  every 
reason   to  believe  that^\    I   have  delivered.f      (I  de- 
liver (*      )   I  have  broken    \-_>I  have  driven  V—  I  have 


*  Many  words,  in  freciuent  use,  are  omitted,  yet  easily  supplied  by  con- 
text, or  by  the  manner  of  writing  preceding  or  following  strokes. 

217 


218  OMISSIONS 

PC  , 

received ^_"_  (I  received ^_"_  )  I  have  assured  >  (I 
assured  2  )  I  have  said  £  (I  said  |  )  I  have  satis- 
fied-f—  (I  satisfied  -\  -  )  I  have  complained  t  (I  com- 
plained \  )  I  have  told  f1  (I  told  T  )  J  have 
embraced  l""\  I  have  failed  (J.  I  have  presented  \^_, 
(I  presented^Vx  )  I  have  also  ^  (I  alsoO  )  you  have 
known  «-^?  we  have  known  it  "_  we  have  made  Cl_  I 
have  madeJt:  (I  made  ^  )  I  have  settled  f*  ([ 
settled  (*  )  I  have  started  \  I  have  suggested  /  (I 
suggested/3  )  I  have  suspicipned°\  I  have  tried  \ 
I  have  agreed^  (I  agree ^J2  )  I  have  explained  <^  I 
have  waited  'j  I  have  wondered  rrrfl  have  worked  ^ 
(I  worked..*^  )  (are  you  going  to  haveitTN-bJ  ) 

He:  is  as  he  has  j;_  as  he  has  his  £~)  has  he  his  O  as  he 
has  O  what  he  says  J  , 

I :  which  I  have  seen  prep_ared6~(\  till  I  have  L      which  I 
have    /    whether  I  canV^   which  I  trust  you  will//- 
until  I  have  had-£--    for  what  I  did  not  "3      Jio,  sir,  I  did 
noto"^  which  I  can  not  Z,     if  I  doS__  than  I  can-£_^,- 

ln  :  bears  in  mind  V\     borne  in  mindV"*  puts  in  practice 
put  in  evidence-^-    take  it  in  your  hand  £ 

In  A:  put  in  a  word  or  two'^C 

•=Ing:  if  they  are  willing  thatvy^  loving-kindness/^  doing 
it  \  being  it  \  making  it  ^  taking  it  \  calling 
it  ^  trying  it  J..  thinking  it  C  saying  it  )  seeing 
itj>  usingiit  -> — valuingit-$_-  making  us -—a  showing 
there  was  <  from  their  own  showing  y  going  to  be  — ^ 
going  to  do  it — ^  on  their  having'*  stepping-stone \ 
resuming  his^^o  leaving  u&^-o  taking  up  I  stumbling- 
block<?\_everlasting  lifev  ^respecting  it^A  easy-going 
way  }-e  (Ing  should  be  omitted  only  in  cases  where  con- 
text~clearly  denotes  the  omission) 

•Ings:  shortcomings-^  meetings  j^  evenings  >».  (seeing 
therefore  ^  giving  their  own  "^^proceedings  g 

•Ing  To  :  taking  to  it  I  from  beginning  to  end'^— ^  are  you 
going  to  havev»— J  , 

Into:  take  into  consideration  \j  took  it  into  considera,tion"4" 
put  into  the  case\_»  take  that  into  considerations 

It:  it  took  it  -I--  (the  last  "it"  being  omitted)  let  it  be 
remembered /\.  let  it  be  seen  /A  (let  her^-/  )  had  it 
not  been  ~4,~ were  it  not  t/° 

Of:  nothing  of  it  *~^     member  of  its  *\»     two  of  us  V>     more 


OMISSIONS  219 

of  its  n      any  one  of  us  ^?.   most  of  you  rr*   who  of 
you  A      in  consideration  of  his  °[^ 

Of— A-n  :  meaning  of  a  text      'I     subject  of  an  article \< — 
Of  The:  fathers  of  the  church  Vo   one  of  the  worst  thing§"*x*"P 
peculiar  circumstances  of  the  case^"^,  first  day  of  the 
weeK^£__    seventh  day  of  the  weeki) — one  of  themostc— o 
to  the  end  of  the  world  ~-f-~ 
Of  Our:  in  the  year  of  our  Lord  ^0 
On:  puts  on  his  boots  ^     puts  on  his  coat  y_  put  on  trial 

on  either  hand  3    on  the  one  hand 
On  The:  sermon  on  the  mount"W»  on  the  other  hand  D 
Or:  at  or  about'i;*   at  or  near-^/    better  or  worse V^ good 

or  bad  -\     can  or  can  not — »->  one  or  two< >\  has  or  has 

notQ'     either  has  orjalis  not  C^  will  or  will  not  ^*     are 
somehow  or  other^'       some  day  or  other  O      greater  or 

re?  I 


y\ 


less  c-        more  or  less  C~^      sooner  or  VaterQ^y   a  year  or 
two?^,      whether  or  not\_^     would  or  would  not  ^ 

Period  :  The  character  for  the  period,  double-length  Chay, 
is  frequently  omitted  in  rapid  work,  a  little  more  space 
than  usual  serving  to  indicate  the  omission. 

Personal   Pronouns  —  I,  He,    They,  She,    We,   It,   You: 

before    come  V —        united  stand   ^-j, 

as  far  as can  ~^o.r_, 

Possessive    Pronouns  —  His,    Our,     Your,    My,    Their: 

in   the   words   of ttxt  — c-P  in   the  circle 

of  acquaintance  ^-€/ 

PHRASES:  Finally,  brethren,  whatsoever  things  are  true, 
whatsoever  things  are  honest,  whatsoever  things  are  just, 
whatsoever  things  are  pure,  whatsoever  things  are  lovely, 
whatsoever  things  are  of  good  report,  if  there  be  any  vir- 
tue, and  if  there  be  any  praise,  think  on  these  things. 


The:  totheother  I     on  the  contrary  y    on  the  nextpage^> 
on   the  whole   -f~     upon  the  most   v^^>    upon  the  sub- 
jcctV  K  what  is  the  matter^T^on  the  way^  in  the  near 
future  — «-^.   (omissK)n  of  the  of  frequent  occurrence) 

Their:  it  took  their   I 

n  :  more  than_o_ne<^^  larger  than  one  </^""  longer  than  one 
would  suppose  \,  in  more  ways  than  onej_^  longer 
lhan  usual  ^^f 


220  OMISSIONS 

To:  to  how -7-  as  to  how -/"--respect  to  their  own  '/\  eye 
to  eye  _^_  according  to  that  ^  wish  to  be^--  tends  to 
nothing  ^-\  as  to  that  -f--  (as  that._.)  that  is  tosay_T._ 
they  meant  to  have  it  *t  as  to  youry"2-  as  is  to  us  O 
as  to  whethe'r'7^  so  as  to. make  it  <X  they  seem  to  be  J-\ 
it  seemed  to  have  been1'""*  they  are  said  to  have  had 
(it)  </  may  be  said  to  have  had  (or  it)"^T  it  seems  to 
me<J-*-^  take  him  to  be  U-*  cause  it  to  takeTT-  how  to 
do  it^j"  how  to  have  Y~  according  to  what  f^_ 
appear-ed  to  their  \-  -  appeared  to  us  —  appear-ed  to 
have  \,  came  to  do  it  — j  came  to  us  — °  in  order  to  do 
it*^  I  say  to  you  /,  to  go  to  England  --^j  to  go  to 
Africa  "^*^__  in_addition  to  the  ^{j.-  to  the  best  of  your 
information  ^fc  as  to  this  ~£-  came  to  hand — ^  came 
duly  to  hand— yvto  the  country — -  brought  to  view  ^,- 

To  A-n  or  The :  to  the  evening"^  refer-red-ence  to  the 
other  x/\^  evidence  to  the  contrary,  notwithstand- 
ingC/iAj-  according  to  the  first  ^>  to  the  eye  -j-  to  the 
sacredness-^ 

To:  to-morrow^s/  to-day  -r-  to-night  -o-  one  year  ago 
to-day  C-AJ — i 

To  Have  :  claims  to  have  securedc-^-^-  to  have  been  -^--  was 
to  have  gone  1—,  

To  Their  :  according  to  their according  to  the  other  --i 

Upon  :  line  upon  line  r     outrage  upon  outrage~|-l//-  - 

Will :  if  your  Honor  will  take  -^:_  if  your  Honor  will 

refer  -^- 

With :  in  connection  with  the  — -*  in  accordance  with  that 
together  with  a  — I    together  with  which  "7"  together 
with  you  — j>        together  with  me  (my  or  him)  _ ^T-N 
connected  with  the    -r      ^_^  a 

Your:  what  is  your  occupationv-)  what  is  your  business    x> 
put  your,  trust  in  God'v" 

OMISSION  OF  CERTAIN  STROKES  IN  WORDS. 

P:    attempt  U  trumpet    U 

T:    obstacle  \_  hostage  sf      vestige  ^o       institute^ 

destitute    f>  egotistical  ~~i  _ 
D:    adjacent  ^        adjustment   eA>      adjust  / 
J :    damage    (^ 


OMISSIONS  221 

K:    (frequently    omitted    before     Shon-     or      Eshon-hooks) 
bank\^     anxious  "v"    anxiety  H*      modification  ^o 
gratification  '"^    topic  _l^_     inkstand  .Tf 

F:     [Pacific  Coast  \^»   ]  pontificate  ^. 

S:  dissatisfied  ~k "  this  State  ^  this  system  p  this 
summer  &-!/  United  States  Constitution  u  United 
States  Senate X-Q-  next  season  ^_Q_^  .  .-  various 

States  L/C  this  doctrine  ^i        in  this  direction  ^i      this 
oltyt 

L:     manual  labor  '^A  infallible^V     envelope     v,      eternal 

1116  U                       V                           <_>  , 

R:     purpose    \       purport  \        fornication surplus  \ 

warm  57l    surmount  ^v  -  proportion  \j    arrange  si 
refer  /V        transfer    1          interfereX          infer"^ 
birth  N        merchant'-^     submerge^     margin ~J- 
southern    ^        search  /°     mark —     market --- 
March  ~IJ.  - 

M:  symptom  _^L  *  temporal  K^  pamphlet  \_  seldom^ 
problems  -\,-  blaspheme  \^  prime  minister^"^ 
slumber  <^\lumber /^\ 

N:    arrangex/      passenger   y     identical  rr"      agency  / 
general    system  c/         gentlemen    of    the    juryj. 
Western  States  V£      Western  world  V^  /do  not  un- 
derstand me  Af_^    revenue  y\_     than  that  y~      atone- 
ment t,      downcast -J^,  downfall  ~(^~  downward  "L," 
can  sustain  — P"can  we — c— grand-child  <T~    grand- 
daughter °~r|"~   grand  jury  <-j--  from   what  has  been 
said  °*Sp        frantic  *\^i.-  very  well    known    factV^X 
Scandraavian0^,      human  soul  z-f^    bondsmaavnr>_ 
parentage  V/      pencil  Y"      upon  you  V, 

W:  next  week^ — * —  this  week  £>—  .witness  j-^f  for  the 
week  >« —  husband  and  wife 


H:    just  as  soon  as  the  harvest  /^horrible  .^-  - 

REVIEW  EXERCISE  20. 

Write  the  following  in  accordance  with  the  preceding  illus- 
trations :  — 

For  a  long  time,  in  such  a  case,  such  a  position,  indispensa- 
ble, accompanied,  more  and  more,  ladies  and  gentlemen  (Elds- 
Jent),  less  and  less,  under  the  circumstances,  convenient-ly, 
from  month  to  month,  from  night  to  night,  I  believe,  I  have 


222  KEVIEW 

believed,  I  said,  I  have  said,  as  well  as  he  can,  as  far  as  he 
can,  as  soon  as  he  can,  before  I  can,  more  than  I  can,  which  I 
can,  which  I  have,  and  I  have  (Keftoid1),  bear  in  mind,  going 
there,  sewing  machine,  this  morning,  this  evening,  making  it, 
doing  it,  thinking  it,  stepping-stone,  everlasting  life,  evenings, 
meetings,  proceedings,  from  beginning  to  end,  going  to  be, 
going  to  do,  going  to  have,  take  it  into  consideration,  were  it 
not,  had  it  not,  kingdom  of  Christ,  life  of  Christ,  laws  of  God, 
kingdom  of  heaven,  many  of  them,  gospel  of  Christ,  righteous- 
ness of  Christ. 

Word  of  God,  Spirit  of  God,  one  of  them,  some  of  them,  at 
the  close  of  the  day,  at  the  end  of  the  year,  history  of  the 
world,  one  of  the  most,  in  all  parts  of  the  world,  signs  of  the 
times,  ways  of  the  world,  does  or  does  not,  one  or  more,  once 
or  twice,  two  or  more,  whether  or  not,  in  the  world,  to  the 
world,  to  the  place,  to  the  other,  on  the  subject,  for  the  pur- 
pose (Ef-Pee),  for  the  world,  at  the  present  time,  all  the  world, 
at  the  present,  more,  than  once,  longer  than  usual,  in  reply  to 
your,  in  order  to  be,  according  to  that,  it  seems  to  me,  so  as 
to  make,  wish  to  be,  as  to  whether,  to  go  to  New  York,  as  to 
your,  as  to  be,  want  to  do  it,  it  seems  to  be,  in  regard  to  that, 
in  reference  to  the,  according  to  that,  to  the  world,  to  the  day, 
to  the  time,  in  connection  with,  in  harmony  with  (Ner^Em), 
what  is  your  business,  what  is  your  name,  it  must  be,  just  now, 
anxious,  next  time,  next  day,  next  year,  Christian  life,  foreign, 
arrangement,  upon  him,  next  week,  this  week,  by  the  week, 
and  his  wife. 


LESSON  21 


MISCELLANEOUS  PRINCIPLES,   INITIALS,   PROPER 
NAMES. 

BMP,  EMB. 

Be:  may  bex-^am  to  be  x**s  if  I  am  to  bej*"^  assume-d  to 
hq?—,.  cause  him  (or  me)  to  be"^  "^  we  may  become <f~x3" 
am  being  /— *> . 

Back :  carry  him  (or  me)  back  c — ^^ 

Body :  somebody  a — •> 

Pipe  :  steam  pipe  fTT 

Party  :  Democratic  party  I — < 

Boat :  steamboat    cr^ 

EMPEN. 

Been :  may  have  been  """"^    we  may  have  been may  have 

been  done^~"?seem-ed  to  have  been   6~~*         such   may 
have  been     /^ 

EMBEND. 

Behind  :  came  behind  — ^ 

Stroke  Written  under  Preceding  Stroke  implies  con-, 
com-,  cog-,  accom-,  accum-;  the  latter  stroke,  however, 
is  many  times  joined 

Nearness  or  sometimes  Joined  implies  of,  of  a-n,  of  the. 

Fourth  Position  implies  to,  to  a-n,  to  the:  to-day  |  to- 
night'o-  to- morrow;^/ to  knowxc^7  todo  ~\  to  war  -&- 
to  wall  "v^  '  to  sail  -£-~-  to  the  house-^-  to  Sicily-  £~- 
to  the  relation  i^-to  the  reality -£?*•  to  steal  -f-  to  the 
story ^-  to  how-/-  tothe-s,-  to  a-n  -7-  to  whom-/-- 
to  the  man  s^>  to  warrant  ~<?*  Ao  where-^  to  worship 
their  own"^/"to  the  hearty-^-  to  allow  it-y-  to  lay 
it  yjfto  hold  -f  to  lead  y*  to  have  known  ~c_5 

And  To:  and  to  give--^  and  to  take-^r-  and  to  the  mem- 
ory :^c->r 

J  -^Nj-  -/*  - 

As  To :  as  to  you  J\      as  to  whether     A  as  to  your  f      as  to 

this  ~C~  "  as  to  _^_  .  as.  to  the- ^-  -  as  to  how-/o-   as  the./o  _ 
as  to  a-n  -P-  -  as  to  it  "f" '  (as  it  were  -\-  -) 
Too:  too  much  y     too  great"^     toohard"^    too  little  V 
(Let  rarely  used  downward)          too  old  y  ~  too  m-^ny-^^: 
too  high  ~v " 

223 


224  MISCELLANEOUS  PKTNCIPLES 

Two:  two  days    fe      two  months    t>     two  years"0"    (day  or 

twoagol month  or  two  ago' — *)  two-edged 

two-fold  -<[--  two-masted~U^  ) 

Lapping:  attitude  l|       critic^  ""  dietetic'i —  taught  it  \ 
tell    it    would  (j      where     there    &re<^^    propound^ 
catechism"i=^r^so  much  )j     viva  voce  VJ^_  vice  versa^ 
re-establish  *> 

Crossing:  notwithstanding  T  nevertheless  ^^C.  noncon- 
formity"^, nonconducting  U.  noncontiguous  *%  - 

Dot  (initial):  Con-,  Com-,  Cog-,  [Cum-  cumulative  /i  ] 
connect  •—  committee  |  cognate  •-'  (Usually,  im- 
plied by  writing  remainder  of  the  word  UNDER  the  pro- 
ceding  stroke.  Accom  (accum)  also  designated  in  the 
same  manner;  accomplish  ^  accompany  V_^  )  [Can- 
canvass  >o  canvasser  Cj>/  ]  ' 

Dot  (final):     Ing:     giving  — '    doing    I       in    writing  *". 
taking  the  \     acting  a  ~_y  doing  their  \     seeing  you   \ 
(The  syllable  ing  is   many   times  omitted.       See   under 
"Omissions.")  cv 

License:  very  much  more  than  /->  ancient  world  <£  Old 
and  New  Ttistament/rv^*  two  or -three  more  N^  once 
more«_sr>  much  more  /-^ 

A-:  astraddle  "^1        [await  ~\     ]     aslope  -T\      aslant  -9 
aweary-i/  'ashore   ~J     apart  -<\    aright  -A     if  they  do 
itarightV.  aglow  t — .  apace  \       athwart    "9 

agoing  i__^  amassed  -<—<!>  across -fTt    afar  ^v^- 


A    ._  ,  B    \       C 

0  i         P  \~~     Q   - 
V  v^_       W  c       X  - 
Examples  :       A.  W 

A.  A.  -,        A.  J. 

} 

—  z 

/ 

INITIALS. 

D     1         E    /..       F     V. 
K  —        L    r       M  ^ 
R  ^        So         T     \ 
Yf         Z   ) 
W.  A  *      A.  H.  -7       A. 
A.  C  J      C.  C.  \         C. 

G  — 

M.-^ 
H.  > 

W.  H.  ?      H.  W 

.  I 

J. 

H.A 

S, 

H 

/ 

W.  S.  € 

A.  S.   -°       O.  A. 

l_ 

T. 

H. 

\ 

J, 

T 

'/I 

D. 

T.  U 

In 

Familiar  Names  : 

[J. 

T 

./ 

D 

.  T, 

\ 

S. 

c.3 

S. 

W.  e 

S.  S.  0 

S. 

H. 

J 

C. 

H. 

/ 

W 

.  L.  ^" 

W. 

Rt/ 

W.  M.*~^ 

W 

\.<-j 

R. 

T. 

-^ 

L. 

T.  ^ 

p. 

T.  \ 

W.  T.  f  ' 

R. 

D. 

^ 

L. 

D. 

f 

C. 

D.  ) 

W. 

w.c 

H.  H.  A 

P. 

L. 

S 

P. 

RA 

P. 

P.\. 

p. 

N.  ^3 

PROPER  NAMES  225 

Great  benefit  will  result  to  the  shorthand  writer  by  the  use 
of  the  initials  shown  on  the  preceding  page.  The  use  of  those 
shown  in  the  last  paragraph  under  "In  Familiar  Names,"  must 
rest  solely  with  each  person.  The  illustrations  are  only  sug- 
gestive. Considerable  latitude  and  brevity  are  allowable  in 
writing  familiar  names,  as  indicated  by  the  paragraph  referred  to. 

PROPER  NAMES. 

It  is  very  necessary  that  the  stenographer  form  the  habit 
of  writing  proper  names  in  shorthand  ;  for  if  this  is  not  done, 
he  is  placed  at  a  decided  disadvantage  in  taking  dictation,  re- 
porting addresses,  or  doing  other  work  where  proper  names 
are  frequently  used  ;  in  fact  he  is  unable  to  indicate  a  very 
essential  part  of  the  matter,  hence  his  report  is  practically 
worthless.  The  use  of  longhand  for  such  purpose  will  not 
meet  the  requirements  of  rapid  work.  It  is  as  necessary  to 
become  familiar  with  the  common  proper  names  as  to  learn 
the  forms  for  other  common  words.  Any  one  who  attempts  to 
continue  in  shorthand  work,  and  yet  not  employ  signs  for 
proper  names,  is  greatly  handicapped.  Every  stenographer 
should  become  thoroughly  familiar  with  the  outlines  for  the 
names  of  persons,  cities,  States,  countries,  etc.,  in  frequent 
use  in  his  work.  If  engaged  in  sermon  reporting,  the  outlines 
for  the  books  of  the  Bible  should  be  as  thoroughly  learned  as 
any  other  common  forms. 

In  case  of  difficulty  in  spelling  names  of  persons,  a  tempo- 
rary resort  may  be  had  to  vocalizing  the  shorthand  outline 
according  to  the  spelling  rather  than  according  to  the  sound 
of  the  word.  For  instance,  it  will  be  easy  enough,  and  yet 
sufficiently  clear,  to  indicate  the  difference  in  spelling  between 
Hansen  and  Hanson,  Andersen  and  Anderson,  Austen  and 
Austin,  Read  and  Reade.  In  receiving  dictation,  where  a 
queer  spelling  of  a  proper  name  is  given,  if  difficulty  is  expe- 
rienced in  remembering  the  exact  spelling,  this  plan  may  be 
followed  until  the  names  are  familiarized. 

All  names  and  addresses,  titles  of  articles,  etc.,  should  be 
written  outside  left  marginal  line  of  note-book,  for  greater 
ease  of  reference,  and  also  for  greater  advantage  in  making 
transcript.  A  number-  of  other  reasons  might  be  assigned 
why  this  is  advisable.  The  shorthand  pages  in  Part  IV  ex- 
hibit the  proper  method  of  writing  names  and  addresses,  titles 
of  articles,  etc. 
15 


226 


PROPER  NAMES 


Days  of  the  Week. 

*i 


TU 


Sunday 
Monday 
Tuesday 
Wednesday 

Thursday 
Friday 
Saturday 
Sabbath 


Months, 

January  f_^ 

February         L 
March  ^yv 

April  C\ 

May  ^ 

June  / 

July  y 

August  ^, 

September       ,*""'• 

V — •       > 

October  -^ 

November       ^\_ 
December         I 

Names  of   the   Books  of 
the  Bible. 

Genesis  (/ 

Exodus  — f 

Leviticus          Ab 


Numbers 

Deuteronomy 

Joshua 

Judgos 
Ruth 

1  Samuel 

2  Samuel        ^ 

1  Kings          e  _ 

2  Kings          cs . 

1  Chronicles  <? 

2  Chronicles0-^ 
Ezra  ) 

Nehemiah     ^-^ 
Esther  \ 

Job  )j 


Psalms 

Proverbs 

Ecclesiastes 

Solomon 

Isaiah 

Jeremiah 

Lamentations 

Ezekiel 

Daniel 

Hosea 

Joel 

Amos 

Obadiah 

Jonah 

Micah 

Nahum 

Habakkuk 

Zephaniah 

Haggai  , 

Zechariah 

Malachi 

Matthew 

Mark 

Luke 

John 
Acts 
Romans 

1  Corinthians 

2  Corinthians 
Galatians 

Ephesians 

Pnilippians 

Colossians 

1  Thessalonians 

2  Thessalonians 

1  Timothy 

2  Timothy 
Titus 
Philemon 

Hebrews 
James 
1  Peter 


\A\ 


PROPER  NAMES 


227 


2  Peter               «-^/ 

Montana 

">~ZL_S 

1  John                   a  J 

Nebraska 

^~\ 

2  John                    «^/ 

Nevada 

^-\_^- 

3  John                   0  / 
Jude                        •/-- 

New  Hampshire 
New  Jersey 

^ 

Revelation              f~> 

New  Mexico 

<L^- 

Chapter                  7~  • 

New  York 
North  Carolina 

-r 
<*_?- 

Verse                       v 
Or  chapter  and  verse 

may  be 

North  Dakota 

^ 

indicated  thus:          , 

Mark  10:15       ^^A/S-  XT  • 
Romans  5  :  10        ^  .  S~    '^.. 
Revelation  14  -.  12  p  /t/°  -  J-^ 

Ohio 
Oklahoma 
Oregon 

Pennsylvania 

*  —  ^ 
^. 

/•j_, 

Rhode  Island 

/\^~ 

States  and  Territories. 

South  Carolina 

C- 

South  Dakota 

/°j    jf 

Alabama                       , 

^ 

Tennessee 

Cl 

Alaska                            i 

^_ 

Texas 

L/i 

Arizona, 

0 

r 

Utah 

H 

Arkansas 

W"^ 

Vermont 

^ 

California 
Colorado 

c_^    c__ 

c_ 

Virginia 

Connecticut 
Delaware 
District  of  Columbia 

\ 

Washington 
West  Virginia 
Wisconsin 
Wyoming 

^ 

Florida 
Georgia 
Hawaiian  Territory 

b 

Countries. 

Asia                           ) 
Africa                      *Y_ 

Idaho 
i/linois 

1/1 

Argentine 
Australia 

sL. 

^ 

Indian  Territory 

'  T/^l 

Brazil 

British  America 

\/rv~-- 

Indiana                         * 

-^  s      ^_s 

.-v 

Iowa 

British  Columbia 

Kansas 

'            ' 

Canada 

~\~T 

'     D 

Denmark 

Kentucky 
Louisiana 
Maine 

Z 

England 
France 
Germany 

^> 

^L 

Maryland 

•  —  ^r3 

Manitoba 

-\ 

Massachusetts            ^ 

~3  ^--* 

Mexico 

\ 

Michigan 

")  "^ 

New  Zealand 

^ 

Minnesota 

Nf 

Newfoundland 

—  x 

Mississippi 

Z\^"o 

New  Brunswick 

^-V-~A 

Missouri 

^V 

Norway 

^ 

228 


PROPER  NAMES 


Nova  Scotia 

Ontario 

Quebec 

Russia 

Scotland 

Sweden 

South  America 
South  Africa 
Switzerland 
United  States 


Cities; 

Akron  c 

Alameda  ' 

Albany  f 

Alexandria 
Allegheny  (. 

Allentown         /] 

Amsterdam 

Anderson 

Ann  Arbor  * 

Asheville 

Ashland 

Astoria 

Atchison 

Atlanta  I 

Augusta 

Aurora 

Baltimore  «, 

Batavia 

Battle  Creek       "^ 
Bay  City 
Beatrice 

Beloit 

Bethlehem  , 

Beverly 

Birmingham 
Bloomington 
Boston 

Bowling  Green 

Bradford 

Brooklyn 

Brunswick 
Buffalo         , 
Burlington         *> 


Butte 
Cairo 
Calcutta 

Canton 
Cape  Town 
Cedar  Rapids 

Charleston 
Christiania 
Charlotte 

Chattanooga 

Chicago 

Cincinnati 


-v- 


/, 

^ 


Colorado  Springs*^)" 
Columbia  _A-S> 

Columbus  <—-^~t> 

Constantinople     f.  / 

Copenhagen 

Corinth  ,-— TT, 


Cortland 
Council  Bluffs 

Dallas 

Davenport 
Denver 
Des  Moines 

Detroit 

Duluth 

Elmira 

Emporia 

Erie 

Evansville 

Fond  du  Lac 

Fort  Worth 

Fort  Wayne 

Fostoria 

Grand  Rapids 

Greenville 

Indianapolis 

Hamburg 

Hamilton 

Harrisburg 

Hastings 

Helena 


PROPER  NAMES 


229 


Hobart 

Honolulu 

Houston 

Jackson 
Janesville 
Jefferson  City 

Kalamazoo 
Kankakee 
Kansas  City 

Keokuk 
Key  West 
Kingston 

Knoxville 
Kokomo 
La  Crosse 

Lafayette 
Lancaster 
Lansing 

Leavenworth 

Lincoln 

Liverpool 

Logansport 
London 
Los  Angeles 

Louisville 

Lowell 

Mansfield 

Marshall 

Melbourne 

Memphis 

Meridian 

Michigan  City 

Milwaukee 

Minneapolis 

Mobile 

Montgomery 

Montreal 

Nashville 

Nebraska  City 

New  Albany 

New  Bedford 

New  Orleans 

Newport 

Newton 

New  York 


~^f 


Oakland 

Omaha 

Oshkosh 

Oswego 
Ottawa 
Paris 

Philadelphia 

Phoenix 

Pittsburg 

Plainfield 
Port  Huron 
Portland 

Providence 

Pueblo 

Quincy 

Raleigh 

Richmond 

Rochester 

Rock  Island 

St.  Louis 

St.  Paul 

Salt  Lake  City 

San  Francisco 

San  Jose 

Seattle 

Shreveport 

Sioux  City 

Sioux  Falls 

Springfield 

Streator 

Stockholm 

Superior 

Sydney 

Syracuse 

Toledo 

Topeka 

Vicksburg 

Walla  Walla 

Washington 

Wellington 

Wheeling 

Williamsport 

Wichita 

Worcester 

Ypsilanti 

Zanesville 


230 


PROPER  NAMES 


Some  Frequent  Surnames. 

Adams  l^ 

Anderson*  'v.^Ai. 

Andrews  v»^* 

Austin  \f^f 

Bartlett  *\^ 

Bell  \^ 

Berry  \/ 

Brown  X 

Butler  "^~\ 

Campbell  — c~* 
Christiansen  «-f 

Clark  c 

Cooper  — ^ 
Curtis  c—i 

Daniells  £j 

Eastman          j—^ 
Edwards  L 

Eldred  ^\ 

Emerson  r—J~~^ 

Evans  C^U 
Field  ^ 

Fisher  ^9-- 

Foster  ^ 

Franklin  ^.. 

French  ^ 

Gardner  'e*-* 

Hall  *r 

Hansen  ^~*~'> 

Harris  ^^ 

Hill  .t. 

Howe  r^y 

Howell  5^^. 

Hughes  •%* - 

Hunter  '^—r-^'j 

Johnson  "^  ** 
Jones  / 

Kennedy  "~T 

King  T^ 

Kellogg  «-    ,• 


Lane  'so 

Lawrence  /"^ 

Lindsey  /j 

Lewis  y^°. 
Logan  ^ 

Long  <^,  _ 

Mackintosh  ^ — L_, 
Marsh  ^=^^ 

Martin  ^-^-^ 

Matthews      '~/_ . , 
Miller  (^y 

Mitchell          ^ 

Morrison  ^-^-^ 
Morse  -  .- 

Nelson 

Olsen  ^ 

Osborn  ^ 

Palmer  x^_^ 

Peterson  \P- — ' 

Read  ~~/\ 

Rice  ~^s 

Richardson  ^^/ 

Robertson  /^-^ 

Robinson  /\^  ft 

Sanders  <^ ? 

Sharp  9 

Smith  <A 

Snyder  •< — ' 

Starr  <=v 

Stewart  f ' 

Taylor  Y~\ 

Thompson      fr^ 

Washburn  \^—~ 

Watson  \_^, 

Webster  \. 

Wells  <? 

Wheeler  O 

White  J__ 

Williams  P^*^^ 

Wilson  ^ 

Wood  •; 

Young  ^ 


REVIEW  231 

REVIEW  EXERCISE  ai. 

In  accord  with  the  preceding  illustrations,  write  the  follow- 
ing:— 

It  may  be,  we  may  be,  you  may  be,  I  may  be,  he  may  be, 
they  may  be,  there  may  be,  somebody  else,  I  may  have  been,  he 
may  have  been,  it  may  have  been,  which  may  have  been,  they 
may  have  been,  there  may  have  been,  this  may  have  been,  you 
may  have  been,  to  think  it  is,  to  the  question,  to  the  same,  to 
the  man,  to  which,  to  advantage,  to  another,  to  the,  to  a-n, 
too  long,  too  few,  too  good,  too  wide,  two  days,  two  or  three 
(Ther4),  two  more,  two  ways,  so  much,  attitude,  compile,  con- 
strain, condense,  compassion,  cognomen,  thinking,  counter- 
feiting, seeing  their,  of  having  their,  on  having  their,  which 
consideration,  abroad,  aboard,  aright,  await. 


"  Everything  comes  if  a  man  will  only  wait." 


"  The  secret  of  success  is  constancy  to  purpose." 


"  Nothing  great  is  ever  achieved  without  enthusiasm." 


"Mind  is  the  great  lever  of  all  things;  human  thought  is 
the  process  by  which  human  ends  are  ultimately  answered." 


"Through  zeal  knowledge  is  gotten,  through  lack  of  zeal 
knowledge  is  lost ;  let  a  man  who  knows  this  double  path  of 
gain  and  loss  thus  place  himself  that  knowledge  may  grow." 


"  All  knowledge  is  of  itself  of  some  value.  There  is  nothing 
so  minute  or  inconsiderable  that  I  would  not  rather  know  it 
than  not.  In  the  same  manner,  all  power  of  whatever  sort,  is 
of  itself  desirable."  —  Samuel  Johnson. 


"I  hold  every  man  a  debtor  to  his  profession;  from  the 
which  as  men  of  course  do  seek  to  receive  countenance  and 
profit,  so  ought  they  of  duty  to  endeavor  themselves  by  way  of 
amends  to  be  a  help  and  an  ornament  thereunto." — Bacon. 


''A  sense  of  duty  pursues  us  ever.  It  is  omnipresent,  like 
the  Deity.  If  we  take  to  ourselves  the  wings  of  the  morning, 
and  dwell  in  the  uttermost  parts  of  the  sea,  duty  performed  or 
duty  violated  is  still  with  us,  for  our  happiness  or  our  misery. 
If  we  say  the  darkness  shall  cover  us,  in  the  darkness  as  in  the 
light  our  obligations  are  yet  with  us." 


LESSON  22 


SHORTHAND  NUMERALS. 

For  the  representation  of  figures  where  they  occur  fre- 
quently, a  system  of  shorthand  numerals  is  desirable;  and 
there  is  presented  below  a  table  of  signs  representing  the 
principal  numerals  up  to  twelve  billion,  from  which  combina- 
tions can  be  made  as  illustrated. 

There  are  two  things  very  desirable  and  most  necessary  in 
a  system  of  shorthand  numerals:  First,  the  system  must 
represent  the  numerals  by  signs  briefer  than  those  already  in 
common  use, —  enough  briefer  to  make  their  use  desirable; 
secondly,  the  signs  must  denote,  as  nearly  as  possible,  the 
sounds  of  the  words  represented.  That  is,  the  characters 
must  not  be  arbitrary,  necessitating  the  learning  of  a  sign  for 
each  numeral,  which  is,  of  course,  impracticable.  A  short- 
hand numeral  system  employing  arbitrary  characters  for  the 
representation  of  figures  is  worth  practically  nothing.  The 
numeral  should  suggest  the  sign,  and  vice  versa. 

Of  course  everything  depends  upon  the  characters  selected 
for  the  first  nine  numerals.  In  the  signs  given  below  it  will 
be  observed  that  the  sounds  of  the  words  are  indicated  as 
closely  as  possible,  without  the  employment  of  two  strokes, 
the  hooks,  or  shading.  Choice  in  the  use  of  two  or  more  signs 
for  the  &ame  numeral,  is  shown  by  order  of  presentation. 


1 

5 

3 

4 

5 

6 

7 

( 

? 

9 

/< 

? 

a 

12 

C  3 

\ 

/f 

^ 

^: 

__ 

)^ 

^_s 

r 

\, 

Teen 

£L 

^ 

^ 

—  , 

,v 

^ 

Ty 

\ 

x 

^ 

)y 

w 

Hundred 

6  a 

\ 

;( 

^ 

^ 

-_0 

)j 

1 

^ 

j 

r 

I, 

Thousand 

1 

\ 

. 

. 

-f 

V        , 

j 

/i, 

L 

Million 

- 

( 

A 

3 

0- 

^  ^ 

(( 

\ 

I 

•  —  \ 

^ 

( 
j- 

^ 

( 
l^ 

Billion 

3 

\ 

^ 

\ 

\ 

~\ 

< 

j 

V 

k 

j< 

\ 

r\ 

^V 

232 


NUMERALS  233 

The  character  for  2  is  purely  arbitrary,  yet  it  has  the 
advantage  of  being  written  in  the  same  direction  as  is  the 
character  ordinarily  used  in  shorthand.  No  other  sign  can 
well  be  selected,  as  it  will  be  noticed  that  every  light  stroke 
used  in  shorthand  is  employed  in  some  connection. 

For  the  combining  of  numbers,  phrasing  is  employed 
wherever  possible:  as, — 

21  \     31    i    43  ^  4Q^—  76^67  0    93  ^ 
FRACTIONS:  t*V-i-/-*!V    i\     ?  ~?    I  1 

WHOLE  NUMBERS:  12  L     13  /"  23 v/  45 X_  67  ~}    78V 
In   numbers   between    100  and    200   the  representation   of 
"one"  canpbe  omitted,  thus  writing-   101  e     108  f     110  / 
\\\C    118  J     120^     125  \_   150*-      100*-     105  X 

If  desired,  the  first  nine  signs  may  be  employed  for  numbers 

i  i 

consisting  of  two  or  more  numerals,  as,  367~;    568  v — .      To 

be  written  according  to  the  plan,  however,  the  outlines  would 
be  367  Jj      568  ^S 

It  is  true  that  in  writing  such  numbers  as  93.il.  1780.  which 
occur  rarely,  it  may  be  possible  to  write  the  ordinary  num- 
erals more  quickly  than  the  shorthand  signs:  yet  if  that  same 
numeral  occurs  frequently  in  the  work  of  the  stenographer,  by 
the  use  of  the  signs  given  above,  he  can  write  it  more  quickly 
than  the  numerals  ordinarily  used.  The  numbers  most  fre- 
quently used  are  those  below  200;  and  in  the  writing  of  such 
numbers  as  25,  30,  50,  (50.  75,  JOO,  there  is  a  decided  gain  in 
using  shorthand  numerals 

For  greater  ease  of  reading,  the  half-length  strokes  may  be 
written  in  the  first  position  if  desired. 

These  signs  can  be  phrased  with  other  shorthand  signs 
when  convenient;  as. — 

$25^      $30  \      $50  \      $100  ^ 

A  moment's  study  will  show  the  advantage  of  writing  1  by 
three  different  signs,   allowing  greater  ease  of  joining:  as, 
21  ^       31  i    :  and  greater  ease  of  phrasing,  as,  103  days  ^-f 
$100  <-£ 

It  is  necessary  to  write  18  longer  to  distinguish  from  10. 

Two  numbers  haying  straight  strokes  may  be  written 
this:  22 \  33^^66  88  | 

These  signs  may  be  readily  phrased  with  signs  for*month.s; 
as.  January  15  ^--v^  March  31  *^h-  May  13  ^-^  June 
80  /  July4  /^  September 30  V^  December  31 


234  NUMEKALS 

The  character  representing  the  sound  of  hundred  may  be, 
in  one  sense,  arbitrary.  Yet  when  we  write  90,  and  wish  to 
add  hundred,  we  simply  add  a  circle;  so  with  the  shorthand 
numeral,  we  add  the  circle;  thus,  90  ""  900  ^-^  9,000"" '^t 
The  omission  of  such  words  as  chapters  and  dollars  may 
be  implied  by  writing  the  shorthand  numeral  sign  on  the  line; 
of  verses  and  cents,  below  the  line;  thus,  Matthew  14: 10 ^-^r- 

Revelation  14:12<?_~)  .  $5.50  L_T-  $10.95  J :  or  by  joining 

signs;  thus ^-"jl  J&-+S* -  k^_  1^." 

Or  may  be  omitted  in  writing  such  numerals  as  3  or  4  4. 
4  or  5  "^       6  or  7   "37      10  or  12  J 

If  desired,  Iss  may  be  added  to  any  of  the  numeral  signs  to 
represent  the  word  dollars,  especially  after  the  word  thousand. 
This  abbreviation  will  be  found  of  special  advantage  where 
frequent  reference  is  made  to  sums  of  money 

REVIEW  EXERCISE  22. 

In  harmony  with  the  foregoing  illustrations,  write  the  fol- 
lowing :  — 

Ten  days,  30  days,  50  times,  September  22,  $66,  $1,500,  Jan- 
uary 20,  June  15,  December  3,  1,800  years  ago  (like  Tee-Tens- 
Eshon-Gay),  1903  (Nen1-Ray),  sixteen  hundred,  eleven  hun- 
dred, twelve  hundred,  $6,000,  sixty-five  hundred,  November  13, 
March  13,  $150,  $250,  111,  100,  21,  75,  85,  $10,000  (Ten-Iths). 


PART   III 


DIRECTIONS   FOR  STUDYING   PART   III. 


In  studying  this  part,  frequent  reference  should  be  made 
to  Part  II  for  any  outline  not  understood:  Therefore  the 
principle  involved  in  every  phrase  not  understood  by  the 
student  should  be  thoroughly  studied  by  the  examples  shown 
on  pages  162-234.  Likewise  the  outlines  for  word-signs, 
with  the  various  words  represented  and  the  corresponding 
positions,  should  be  studied  and  the  forms  practiced.  The 
list  of  word-signs  in  phonographic  alphabetical  order  will  be 
found  on  pages  289-800.  The  names  of  all  contracted  out- 
lines will  be  found  on  pages  303-323. 

These  three  general  divisions  should  be  frequently  consulted, 
and  the  various  principles  involved  thoroughly  understood. 
This  will  necessitate  studying  the  matter  slowly  and  very  care- 
fully. The  student  should  not  proceed  with  incorrect,  half- 
formed  ideas  as  to  any  outline;  but  each  new  outline  should 
be  immediately  written  a  sufficient  number  of  times  to  make 
its  form  thoroughly  familiar.  The  matter  may  be  studied 
and  copied  by  the  student  alone,  say  eight  or  ten  times. 
Following  this  the  exercise  should  be  read  to  the  student  at 
an  increasing  speed  until  the  rate  named  in  connection  with 
each  exercise  is  attained.  In  order  to  become  familiar  with 
his  own  writing,  the  student  should  read  all  his  notes. 

An  application  of  the  principles  previously  set  forth  is 
shown  in  the  following  pages.  Each  page  of  shorthand  notes 
is  accompanied  by  key  on  opposite  page,  this  being  designed 
to  facilitate  ease  of  reference.  All  shorthand  notes  are 
facsimiles,  and  are  to  be  written  at  an  increasing  rate.  This,  as 
well  as  the  number  of  words  and  of  strokes,  is  given  at  the 
bottom  of  many  of  the  pages. 

In  counting  strokes,  each  change  of  direction  is  considered 
as  one  stroke,  no  matter  whether  it  be  a  dot,  tick,  circle,  semi- 
circle, half-length,  full-length,  or  lengthened  sign.  Any  one  of 
these  signs,  however,  with  initial  or  final  modifications,  is  con- 
sidered as  but  one  stroke.  In  counting  words,  two  initials  are 
considered  as  one  word;  numerals  are  reckoned  by  syllables. 

No  one  is  obtaining  real,  permanent  benefit  from  his  study 
unless  he  understands  the  principle  or  reason  involved  in  the 
matter  under  consideration.  It  is  too  often  the  case  that 
236 


DIKECTIONS   FOR   STUDYING  PAET   III          237 

students  at  this  point  will  guess  at  an  outline,  and  not  under- 
stand the  principle  involved.  A  thorough  drill  for  a  few  weeks 
will  enable  the  student  to  understand  the  reason  for  the  forma- 
tion of  the  outlines  presented  in  the  lessons.  This  study  will 
also  enable  him  more  readily  to  retain  outlines  in  his  mind,  and 
consequently  greater  benefit  will  result  from  his  work  than 
from  a  haphazard  manner  of  studying  and  practicing. 

To  illustrate  specifically  how  this  part  should  be  studied 
let  the  student  take  the  first  exercise,  and,  beginning  with  the 
first  outline  the  principle  involved  in  the  formation  of  which  he 
does  not  understand,  he  should  turn  back  to  the  preceding 
pages  in  Part  II,  and  study  the  principle,  its  illustration,  its 
variation,  the  exceptions,  and  the  extent  of  application.  For 
instance,  take  the  first  outlines  representing  initials.  The 
student  should  turn  to  the  page  in  Part  II  showing  all  the 
initials,  and  there  study  the  entire  alphabet,  and  the  manner 
of  writing  all  initials.  This  table  should  be  thoroughly  studied 
and  practiced,  so  that  in  his  future  work  the  student  can  apply 
the  signs  learned,  in  any  case  desired. 

In  like  manner  take  each  outline  not  readily  comprehended, 
and  turn  back  and  review  the  principle  involved,  as  presented 
in  Part  II.  Word-signs,  contractions,  and  phrases  are  grouped 
in  Part  IV  for  convenient  reference. 

After  the  student  has  studied  the  notes  until  they  are  quite 
familiar  to  him,  before  beginning  copying  or  writing  them,  he 
should  test  and  strengthen  his  knowledge  of  the  signs  by 
writing  from  the  key,  without  reference  to  the  shorthand  char- 
acters in  the  book.  A  comparison  should  then  be  made  be- 
tween his  own  notes  and  those  in  the  book,  and  the  differences, 
if  any,  should  be  carefully  noted,  and  the  principle  as  well  as 
the  outline  thoroughly  understood  before  taking  up  practice. 
In  this  way  the  student  will  enter  upon  his  practice  with  very 
definite  forms  in  mind,  the  principle  of  which  he  understands 
and  has  applied  himself.  Thus  he  will  work  to  the  best  possi- 
ble advantage,  because  of  his  individual  study,  application, 
and  comparison  of  principles. 

In  writing  the  notes  he  should  first  copy  the  characters 
once  or  twice, — enough  to  give  a  readiness  in  writing  them. 
Then  the  matter  should  be  read  to  him,  slowly  at  first,  but  at 
an  increasing  rate  of  speed,  so  that  the  rate  named  in  connec- 
tion with  each  exercise  will  be  secured,  or  even  exceeded. 


LESSON   23 


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238 


BUSINESS  LETTERS  239 


Mr.  J.  R.  McCoy, 

835  St.  Lawrence  St., 

Montreal,  Quebec. 
Dear  Sir  :  — 

Your  letter  of  the  12th  was  received  In  due  time. 
Please  find  enclosed  herewith  a  draft  for  $75,  as  per  your,  request. 

Very  truly,  (40) 

W.  L.  Whitman, 

Tucson,  Arizona. 
Dear  Friend  :  — 

Your  letter  of  the  8th  received,  and  it  affords  me 
pleasure  to  enclose  herewith  a  draft  for  $50,  as  per  your  request. 

Sincerely  yours,  (31) 

W.  T.  Hartsock, 

New  Orleans,  La. 
Dear  Sir :  — 

Please  find  enclosed  herewith  a  receipt  for  the  $25  which 
you  sent  us  a  few  days  ago.  Yours  truly,  (28) 

Kev.  H.  W.  Pierce, 

Columbus,  Miss. 
My  dear  Sir  :  — 

Your  letter  of  July  12,  written  to  Mr.  Adams,  of  this 
place,  was  received  in  due  time,  and  has  been  referred  to  me  for 
attention.  It  affords  me  pleasure  to  enclose  herewith  two  drafts,  one 
for  $40,  and  the  other  for  $35,  making  $75  in  all  charged  your  account. 

Sincerely  yours,  (64) 

Rev.  J.  E.  Evans, 

524  South  First  Avenue, 

Phoenix,  Arizona. 
Dear  Sir  :  — 

Your  letter  of  the  llth  was  received  this  morning.  In- 
asmuch as  you  say  you  have  an  obligation  to  meet  the  18th  of  this 
month,  I  have  little  enough  time  to  get  the  money  to  you.  I  enclose 
herewith  a  draft  for  $100,  as  you  suggest.  I  trust  this  will  be  received 
in  due  time.  Very  truly  yours,  (73) 

Mrs.  I.  E.  Hughes, 

135  Church  St. 

Charleston,  S.  C. 
Dear  Madam  :  — 

Your  card  of  the  15th  received.  It  affords  me 
pleasure  to  enclose  herewith  a  draft  for  $50,  as  per  the  request  of  your 
husband.  I  have  written  him,  stating  that  this  amount  has  been 
charged  to  his  account.  Very  truly,  (55) 

J.  W.  Spencer, 

Huntsville,    Ala. 
Dear  Sir  :  — 

Your  letter  of  the  25th  was  received  this  morning.  I 
have  just  seen  Mr.  Evans,  and  he  said  that  the  money  was  already  on 
the  way,  and  doubtless  you  have  received  it  by  this  time. 

According  to  your  letter,  we  find  that  the  directory  as  we  have  it 
is  correct,  and  it  will  so  appear  in  the  next  issue  of  the  paper. 

Yours  sincerely,  (70) 

Advance  Thresher  Co., 

Des  Moines,  Iowa. 
Gentlemen  :  — 

Wo  sent  forward  yesterday  full  outfit  to  Cannell 
Brothers  at  Burr,  Nebr.  This  car  went  forward  short  the  Barnes 
pump.  We  have  had  this  ordered  since  the  4th  of  last  month,  but  the 
Barnes  people  claim  they  are  behind  on  their  orders,  and  there  is  no 
telling  when  we  will  get  one.  If  you  can  buy  one  at  Des  Moines,  per- 
haps it  would  be  best  for  you  to  ship  from  there,  advising  us  what 
you  do.  We  will  hold  the  pump  if  it  comes  within  the  next  few  days, 
until  we  receive  your  letter.  Yours  truly,  (102) 


240 


BUSINESS   LETTERS 


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BUSINESS  LETTERS  241 

Advance  Thresher  Co., 

Kansas  City,  Mo. 
Gentlemen :  — 

Your  letter  of  the  7th,  enclosing  order  for  one  28  x  40 
separator,  signed  by  Garner,  received.  We  have  looked  the  order 
over  carefully,  and  can  not  find  that  it  instructs  us  to  send  a  beater, 
combination,  or  flax  separator.  You  say  you  are  in  a  hurry  for  this 
machine.  It  is  a  small  size,  and  we  are  entirely  out  of  them,  and  it 
will  be  necessary  for  us  to  build;  therefore  on  receipt  of  this  letter  we 
would  advise  you  to  wire  us  the  style  of  separator  you  want. 

Regarding  its  shipment,  will  say  that  we  know  of  nothing  now 
with  which  we  can  load  this  on  car,  and  we  have  no  other  way  than  to 
ship  it  locally;  but  we  would  suggest  that  you  arrange  to  transfer  at 
St.  Louis  from  carload.  Yours  truly,  (143) 

Mr.  D.  W.  Beavis, 

43  Bond  St., 

New  York,  N.  Y. 
My  dear  Sir  :  — 

Your  letter  of  the  6th  was  received  some  time  ago, 
in  which  you  make  request  that  we  send  you  a  draft  for  $100.  A  draft 
for  that  amount  is  enclosed  herewith,  which  I  trust  you  will  receive 
in  due  time. 

Hope  you  had  a  profitable  meeting  at  Harrisburg.  Glad  it  was  so 
you  could  attend.  I  trust  you  will  be  greatly  prospered  in  your  work 
there.  Yours  truly,  (82) 

Rev.  H.  W.  Johnson, 

Archdale,  N.  O. 
My  dear  Friend:  — 

Your  letter  of  April  8,  to  Mr.  Irwin.  has  been 

placed  in  my  hands  for  reply.  I  suppose  he  has  answered  it;  but  I 
would  say,  that,  when  the  Committee  was  in  session  last  week,  the 
question  of  your  labor  was  considered.  It  was  thought  it  would  be 
well  to  wait  until  the  close  of  school  before  making  any  definite  rec- 
ommendation. You  would  then  Know  better  what  you  want,  and 
perhaps  there  would  be  other  openings.  Therefore  no  definite  rec- 
ommendation was  made.  Respectfully  yours,  (93) 

Mr.  C.  H.  Jones, 

San  Francisco,  Cal. 
Dear  Sir:  — 

Yours  of  the  13th,  asking  us  to  state  our  reasons  for 
advertising  in  your  magazine,  came  duly  to  hand.  In  reply  would 
say  that  we  believed  that  the  general  character  and  circulation  of 
your  magazine  is  such  as  to  make  our  advertising  in  it  a  paying 
investment.  We  are  glad  to  be  able  to  inform  you  that  the  results  we 
obtained  were  far  beyond  our  most  sanguine  expectations. 

Yours  truly,  (78) 

Mr.  Chas.  D.  Lanier, 

Business  Manager  Review  of  Reviews, 

13  Astor  Place,  New  York,  N.  Y. 
My  dear  Mr.  Lanier:  — 

I  am  very  glad  indeed  to  reply   to  your 
favor  of  the  13th  inst. 

My  first  reason  for  using  the  Review  of  Reviews  in  preference  to 
other  periodicals,  has  been  from  the  general  impression  it  gives  me 
as  being  something  which  will  be  read  by  the  better  class  of  business 
men  and  travelers  where  they  would  be  likely  to  give  much  less  at- 
tention to  other  periodicals. 

But  aside  from  this,  I  have  found  by  actual  experience,  that  the 
Review  oj  Review  produces  results,  and  that  the  inquiries  we  get 
from  its  columns  indicate  that  what  we  spend  with  you  pays  us  about 
as  handsomely  as  anything  we  can  do. 

With  kindest  regards,  I  am,  Yours  truly,  (138) 

16 


242 


BUSINESS  LETTERS  243 

J.  H.  Kellogg,  M.  D., 

Battle  Creek,  Mich. 
My  dear  Sir:  — 

After  a  careful  wramination  of  the  situation,  and  an 
investigation  as  to  the  relative  merits  of  the  various  standard  maga- 
zines, your  magazine,  the  Good  Health,  with  a  few  others  of  similar 
excellence,  was  selected  for  the  publication  of  a  magazine  advertise- 
ment of  this  company.  It  is  with  pleasure  that  I  state  to  you  that 
the  wisdom  of  this  selection  has  oeen  amply  proven  by  the  good 
results  shown.  Yours  truly,  (80) 

J.  T.  Sullivan, 

Suite  40,  Sentinel  Building, 

Milwaukee,  Wis. 
Dear  Sir:  — 

Your  letter  of  the  9th  at  hand.  The  matter  of  appoint- 
ing the  time  and  place  for  the  biennial  session  of  our  General  Confer- 
ence will  come  up  at  the  spring  session  of  the  General  Conference 
Committee,  which  will  meet  in  this  place  about  the  20th  of  March. 
At  that  time  I  will  call  the  attention  of  the  Committee  to  the  invita- 
tion that  has  been  made  by  the  Citizens'  Business  League  of  Milwau- 
kee. No  doubt  the  invitation  will  receive  due  consideration. 

You  will  bear  in  mind  that  this  meeting  of  the  General  Confer- 
ence is  a  representative  one,  and  delegates  will  be  present  from  all 
over  the  world.  While  the  delegation  itself  will  not  be  as  large  as 
some  national  conventions  are,  yet  there  is  usually  a  large  attend- 
ance of  the  lay  members  of  the  denomination.  The  item  of  transpor- 
tation and  accommodations  for  meetings  and  the  delegates  and  visit- 
ors is  something  that  must  be  taken  into  consideration.  If  you  have 
anything  definite  along  these  lines  that  you  can  suggest  to  the  Com- 
mittee, it  might  be  well  to  have  such  information  at  the  time  of  their 
next  meeting.  Very  truly  (195) 

Calvert  Lithographing  Co., 
Detroit,  Mich. 

Gentlemen  :  — 

We  are  ready  to  consider  prices  and  terms  for  our 
next  year's  stock  of  letterheads  and  envelopes.  We  shall  want  about 
200,000  letterheads  of  various  sizes;  namely,  two-thirds  size  for  a  type- 
writer; full  sheets  for  a  typewriter;  note  size,  ruled,  and  probably  a 
few  full  sheets  ruled.  We  enclose  herewith  one  of  our  old  heads, 
showing  the  matter  which  we  would  like  to  have  appear  on  the  same. 
Of  course  we  have  no  objections  to  your  artists  working  on  any  other 
idea  for  arrangement  that  they  may  have,  even  if  it  would  necessitate 
more  or  less  of  a  change.  We  would  be  pleased  to  have  anything  in 
that  line  submitted  for  our  criticism. 

Yours  very  truly.  (125) 

The  Altman  Co., 

Canton,  Ohio. 

Gentlemen  :  — 

Your  letter  of  June  8th.  referring  again  to  the  de- 
moralization of  prices  of  threshing  machines,  on  the  part  of  some 
houses  and  in  certain  localities,  is  received.  We  are  pleased  to  know 
that  further  investigation  convinces  you  that  the  demoralization  is 
not  so  bad  as  you  feared,  and  that  the  majority  of  the  houses  have 
determined  to  stand  firmly  for  fair  prices.  The  solution  you  suggest 
seems  to  be  about  all  we  can  have  any  confidence  in,  and  that  Is  re- 
liance on  the  common  sense  and  business  judgment  of  the  manufac- 
turers of  this  line  of  goods.  If  this  prevails,  so  that  only  a  compara- 
tively small  number  of  the  manufacturers  consent  to  the  useless 
sacrifice  of  prices,  it  seems  to  us  as  if  the  trouble  ought  to  right  itself, 
and  set  the  trade  back  on  a  better  basis,  or  at  least  prevent  further 
demoralization.  We  shall  stand  firmly  by  our  terms,  as  per  contracts 
already  made,  and  our  agents  know  from  past  experience  that  when  a 
time  comes  for  settlement,  they  are  obliged  to  make  settlement  with- 
out any  reduction  from  our  regular  commission  list. 

Yours  truly,  (191) 


244 


BUSINESS  LETTERS 


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BUSINESS  LETTERS  245 

D.  A.  Wheeler, 

Wakefield,  N.  H. 
Dear  Sir  :  — 

Your  letter  of  October  31  was  duly  received.  I  should 
have  replied  to  it  a  long  time  ago,  but  the  matter  has  been  neglected. 
You  state  that  you  received  word  from  me  that  we  had  not 
reveived  your  annual  dues  for  the  current  year.  But  the  statement 
sent  to  you  was  evidently  sent  about  the  time  you  forwarded  your 
dues,  and  it  had  not  yet  been  credited  on  our  books.  Your  dues  have 
been  received  all  right,  and  you  have  received  proper  credit  on  our 
books. 

With  kind  regards,  we  are, 

Yours  sincerely,  (100) 

W.  F.  Schwartz, 

Williamsport,  Pa. 
My  dear  Sir  :  — 

Your  card  of  March  11  is  just  received.  We  note 
that  you  are  waiting  anxiously  for  the  little  leaflets  entitled  "Ex- 
tracts on  Missionary  Work."  We  did  not  have  a  supply  of  these  in 
stock  when  you  requested  them ;  but  a  supply  has  lust  reached  us,  and 
we  take  pleasure  in  forwarding  the  number  you  desire. 

Yours  truly,  (64) 

R.  L.  Polk  &  Co., 

122  La  Salle  St., 

Chicago,  111. 
Gentlemen  :  — 

We  are  in  receipt  of  the  Iowa  Directory  frotn  your 
Detroit  house  all  right.  Please  accept  our  thanks  for  your  prompt- 
ness in  getting  it  to  us  on  time.  We  will  remit  to  the  Detroit  house, 
as  per  your  direction. 

Will  say  that  we  shall  likely  want  a  Kansas  Directory  before  very 
long;  but  we  note  from  your  list  that  you  have  not  issued  a  Kansas 
Directory  since  1898.  Are  you  getting  out  a  new  one  ?  If  so,  how  soon 
will  it  be  out  ?  We  are  anxious  to  have  the  latest,  and  could  wait  for 
a  time  for  it  in  case  you  are  getting  one  out.  Please  let  us  know  the 
exact  facts  in  the  case. 

Very  truly  yours,  (128) 

W.  S.  Smith, 

Marshall,  Mich. 
Dear  Sir  :  — 

The  new  radiator  which  you  kindly  purchased  for  us 
has  been  placed  in  position,  and  the  one  that  we  had  taken  out  is  now 
at  your  disposal.  What  do  you  want  us  to  do  with  it  ?  Please  give 
instruction  in  regard  to  this  at  your  earliest  convenience. 

Truly  yours,  (55) 

J.  V.  Willson, 

603  East  Twelfth  St., 

Des  Moines,  Iowa. 
My  dear  Sir:  — 

I  am  in  receipt  of  your  communication  of  March  13, 
and  note  that  you  think  you  will  want  from  100  to  300  copies  of  the 
Year  Book.  This  starts  out  pretty  well.  But  you  do  not  say  what 
you  think  about  our  suggestion  to  have  your  librarians  canvass  your 
territory,  and  endeavor  to  get  this  publication  in  the  home  of  every 
family.  Trust  that  you  will  give  that  matter  consideration,  and  that 
,we  may  hear  what  you  think  about  it.  Yours  truly,  (98) 

Arthur  H.  Smith, 

605  Fifteenth  St., 

Oakland,  Cal. 
Dear  Friend:  — 

I  have  your  card  of  March  6,  in  which  you  acknowl- 
edge the  receipt  of  my  letter  of  December  22,  though  you  say  the  lit- 
erature did  not  reach  you,  owing  to  your  coming  to  this  country.  I 
shall  be  pleased  to  comply  with  your  request  to  send  you  another 
package,  which  I  trust  you  will  carefully  examine.  Shall  be  pleased 
to  learn  the  results  of  your  investigation.  I  feel  sure  that  you  will 
find  in  this  literature  something  that  will  aid  you  in  your  work,  and 
hoping  to  hear  from  you  in  regard  to  it,  I  remain, 

Yours  respectfully,  (109) 


LESSON   25 


X  \     s~ 

Vj 


BUSINESS  LETTERS  247 

Mr.  C.  P.  Bollman, 

11  West  Twentieth  St., 

New  York,  N.  Y. 
Dear  Sir:  — 

We  are  in  receipt  of  yours  of  March  12,  and  it  should 
have  had  a  more  prompt  reply.  We  note  what  you  say  about  the 
letter  from  Channings.  Our  Mr.  Howell  will  look  the  matter  up 
further. 

Glad  to  know  that  you  have  had  such  a  good  meeting  in  Jersey 
City.  Good  reports  are  coming  from  our  workers  in  all  parts  of  the 
Held.  They  say  that  they  are  having  excellent  meetings. 

Are  pleased  to  know  that  you  will  reach  this  city  about  the  last  of 
the  month.  You  will  be  here  in  time  for  the  beginning  of  the  council. 

Respectfully  yours,  (115) 

W.  A.  Blakely,  Esq., 

550  Drexel  Ave., 

Chicago,  111. 
Dear  Sir:  — 

We  have  requests  from  you  to  send  the  revised  edition 
of  "State  Papers  "  to  Lambert  Brothers,  to  the  Independent  Patriot, 
the  Truth  Seeker,  and  to  the  Seventh-day  Baptist  Outlook,  of  Plain- 
field,  N.  J. 

Is  this  all  the  list  you  have  furnished  us  so  far?  or  did  we  return 
you  some  names  that  you  have  not  returned  to  us  ?  If  so,  if  you  will 
return  the  same,  we  will  place  the  requests  on  file,  and  as  soon  as  "State 
Papers"  is  from  the  press,  we  will  see  that  they  are  sent  out  at  once. 

Very  sincerely  yours,  (109) 

Hon.  J.  S.  Collins, 

Detroit,  Mich. 
My  dear  Sir:  — 

Please  accept  our  thanks  for  your  communication 
of  March  23,  enclosing  the  matter  for  the  revised  edition  of  "State 
Papers."    Will  forward  the  same  to  Mr.  Blakely,  the  editor  of  the 
book,  and  you  will  no  doubt  receive  a  response  from  him  also. 
With  kindest  regards  to  you  for  the  favor,  we  are, 

Cordially  yours,  (63) 

Hon.  S.  F.  Wilson, 

Gallatin,  Tenn. 
Dear  Sir:  — 

We  are  in  receipt  of  your  letter  of  recent  date,  and  are 
glad  that  you  received  the  literature  we  sent  you  all  right,  and  also 
that  you  are  in  conference  with  Mr.  Carter  in  regard  to  the  Oapps 
case.  Fraternally  yours,  (48) 

Mr.  Richard  Wellington, 
136  Kelley  St., 

Amherst,  Mass. 
Dear  Sir  :  — 

We  beg  leave  to  advise  you  that  we  have  sent  you  by 
this  mail  under  separate  cover,  eleven  pages  of  English  copy  which 
we  wish  translated  into  Spanish,  to  be  printed  in  a  catalogue.  We 
thought  Jthat  as  you  are  with  a  Spanish  professor  you  could 
furnish  us  with  a  first-class  technical  translation.  We  trust  you  will 
put  the  work  in  hand  at  once,  and  let  us  have  the  manuscript  at  the 
earliest  possible  moment,  as  it  is  wanted  for  an  urgent  job  for  a  par- 
ticular customer. 

When  you  return  the  proofs,  will  you  kindly  give  us  the  price  for  do- 
ing this  kind  of  work  ?  If  we  can  get  the  translation  done  for  a  reason- 
able figure,  we  can  perhaps  furnish  you  with  quite  a  good  deal  of  it.  The 
eleven  pages  we  have  sent  you  is  only  a  part  of  the  catalogue  that  we 
are  going  to  print.  Your  usual  prompt  attention  will  be  esteemed  a 
great  favor  by, 

Yours  very  truly,  (166) 


248 


BUSINESS  LETTERS 


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BUSINESS   LETTERS  249 

Rev.  S.  B.  Horton 

Church  Hill,  Md. 
Dear  Sir:  — 

I  have  yours  of  the  23d  inst.,  and  note  what  you  have  to 
say  regarding  the  Price  case.  We  have  made  a  memorandum  of  the 
matter,  and  will  have  it  brought  before  our  Board.  We  make  a  note 
of  what  you  say  with  reference  to  the  tracts  that  you  think  should  be 
circulated  in  that  field,  and  will  also  bring  that  in  for  consideration, 
and  you  can  be  assured  that  the  Association  will  supply  all  the  liter- 
ature that  can  be  used  to  advantage  in  that  State.  Will  write  you 
more  fully  as  soon  as  our  Board  is  through  with  its  meeting. 

With  kindest  regards,  I  am,  (106) 

Yours  sincerely, 

Mr.  James  R.  Latham, 

Room  469,  Commercial  Building, 

Chicago,  111. 
Dear  Sir :  — 

We  have  just  received  a  telegram  from  you  quoting  us 
a  price  of  five  and  fifteen  hundredths  cents  per  pound  delivered,  for 
special  book  paper,  cash  fifteen  days.  Our  Mr.  Nelson  is  in  Chicago 
to-day,  and  we  have  written  him  with  reference  to  the  contents  of 
your  telegram.  He  will  call  and  see  you  on  Monday  next,  and  tell 
you  what  we  are  prepared  to  do. 

Thanking  you  for  your  promptness  in  the  matter,  we  remain, 
Yours  very  truly,  (96) 

International  Publishing  Company, 
165-173  South  Clinton  St., 

Chicago,  111. 
Gentlemen  :  — 

Please  find  herewith  bill  of  lading  for  four  boxes  of 
corrected  plates  of  your  Physiology  book,  shipped  to  you  to-day  via  the 
Grand  Trunk  Railway.  The  balance  of  the  corrected  plates  belong- 
ing to  the  dummy  you  sent  us  will  be  shipped  to-morrow. 

We  enclose  with  this  a  proof  showing  some  patches  which  It  would 
seem  should  go  in  the  second  book,  for  which  you  have  sent  us  no 
dummy.  If  you  will  kindly  supply  us  with  a  dummy,  we  will  have 
these  plates  patched  and  returned  to  you  as  soon  as  possible. 

Vary  truly  yours,  (114) 

Mr.  John  H.  Graham, 

Kalamazoo,  Mich. 
Dear  Sir  :  — 

We  beg  to  confirm  our  telephone  message  to  you  this 
morning,  relative  to  an  exhaust  fan.  We  find  that  we  were  mistaken 
when  we  wrote  you  on  July  28  that  the  fan  measured  forty-four 
inches.  We  find  that  it  is  a  sixty  inch  fan  right  hand  down  blast, 
overhung  wheel,  two  inlets,  oscillating  damper,  divided  blades.  The 
fan  cost  us  $250. 

Our  Mr.  Kellogg  promised  to  call  and  see  you  to-day  with  refer- 
ence to  this  matter.  He  is  anxious  to  make  a  trade  with  you  for  the 
dynamo  that  you  have  for  sale. 

We  return  herewith  the  enclosures  which  accompanied  your 
letter,  and  remain, 

Yours  very  truly,  (110) 

Mr.  P.  H.  Milham, 

Jacksonville,  Fla. 
Dear  Sir :  — 

We  have  received  your  letter  of  the  19th  inst.,  asking  us 
to  send  you  three  copies  of  Map  No.  9,  Captivities  of  Judah  and  Israel. 
We  concluded,  of  course,  that  you  did  not  want  these  copies  until  all 
the  colors  and  journey  lines  had  been  run,  and  as  we  will  not  finish 
printing  the  colors  until  Monday,  we  regret  that  we  are  unable  to 
send  you  the  maps.  We  hope  to  be  able  to  do  so  on  Tuesday  after- 
noon, however,  without  fail,  and  trust  this  will  be  time  enough  for 
you.  Yours  fraternally,  (90) 


LESSON  26 


250 


BUSINESS  LETTERS  251 

Smith,  Tuttle  &  Co., 

Detroit,  Mich. 
Gentlemen  :  — 

We  are  duly  in  receipt  of  your  letter  of  the  84th  inst., 
also  the  sample  of  the  No.  1  Enameled  Book  to  which  you  refer.  After 
examining  this  sample,  we  have  decided  that  it  would  not  be  best  for 
us  to  use  it.  While  the  finish  is  very  good,  we  think  you  will  be  free 
to  confess  that  it  was  badly  blackened  in  the  calenders.  (76) 

Very  truly  yours, 

American  Tar  Board  Company, 
Neave  Building, 

Cincinnati,  Ohio. 
Gentlemen:  — 

We  have  been  waiting  to  learn  definitely  whether  or 
not  we  would  be  successful  in  securing  a  large  binding  contract  before 
replying  to  your  letter  of  July  21.  It  now  looks  as  if  we  will  get  the 
lob,  and  if  we  do,  we  shall  place  an  order  for  at  least  one  carload  of 
board,  and  perhaps  two  cars.  We  write  now  to  know  if  it  would  not 
be  possible  for  you  to  lay  the  board  down  here  at  Hammond  at  the 
price  quoted  in  your  letter  above  referred  to  viz.,  $45  per  ton.  We 
had  an  offer  from  another  house  of  $45  per  ton  F.  o.  B.  Hamilton;  but 
we  fear  that  their  board  is  not  as  good  as  yours,  and  we  prefer  to  give 
you  our  business.  Kindly  let  us  hear  from  you  by  return  mail,  and 
oblige,  Yours  respectfully,  (154) 

Miehle  Printing  Press  and  Mfg.  Co., 
75  North  Clinton  St., 
Chicago,  111. 
Gentlemen:  — 

Just  a  line  in  reply  to  your  telegram  to  tell  you  that 
the  press  has  arrived,  and  is  now  here  on  the  railroad  track.  We 
have  just  had  a  new  freight  agent  installed,  who  refuses  to  deliver 
the  press  until  we  present  him  with  the  bill  of  lading.  Will  you 
kindly  send  your  erector  and  the  bill  of  lading  immediately,  and 
greatly  oblige,  Yours  truly,  (78) 

Model  Index  Company, 

Elk  hart,  Ind. 
Gentlemen:  — 

We  are  duly  in  receipt  of  your  letter  of  the  29th 
inst.,  and  in  reply  beg  to  thank  you  for  your  kind  inquiry  re  prices  for 
electrotyping.  Owing  to  the  increase  of  cost,  both  of  materials  which 
enter  into  the  manufacture  of  electrotypes  and  the  increased  wages 
that  we  are  now  paying,  we  can  not  see  our  way  clear  to  make  you 
any  better  discount  than  what  we  are  now  allowing  you. 

If  you  can  see  your  way  to  place  your  work  with  us  at  the  old 
rate,  we  will  endeavor  to  give  it  our  best  attention,  and  will  appre- 
ciate your  kindness  very  highly  indeed.  Yours  truly,  (113) 

The  Stromberg-Oarlson  Telephone  Mfg.  Co., 
48  East  Jackson  Boulevard, 
San  Francisco,  Cal. 
Gentlemen:  — 

Please  send  us  as  soon  as  possible,  one  battery  call 
desk  'phone. 

When  your  Mr.  Davidson  was  here,  he  promised  to  send  us  some 
switchboard  drop  numbers.  He  has  evidently  overlooked  the  matter, 
as  up  to  the  present  they  have  not  materialized.  Will  you  kindly  jog 
his  memory  about  the  matter,  and  see  that  the  drop  numbers  are 
forthcoming,  and  we  will  esteem  it  a  great  favor. 

Yours  very  truly,        (85) 


MISCELLANEOUS  PBACTICE 


MISCELLANEOUS  PRACTICE  253 

[The  matter  for  the  nine  exercises  following  has  been  selected 
from  that  excellent  journal  entitled  Success.  These  selections  are 
presented  not  alone  for  the  illustration  of  shorthand  notes  of  fre- 
quent expressions,  but  it  is  believed  that  the  required  study  of  the 
matter  can  not  but  be  stimulating  and  stamina  producing.] 

PRACTICAL  EDUCATION. 

The  great  revolution  in  business  methods  has  given  rise  to  a  new 
order  of  things,  an  order  that  demands  special  training,  a  practical 
adaptation  of  things.  The  age  of  the  theorizer,  the  dreamer,  is  past. 
The  world  of  realities,  with  its  manifold  problems,  confronts  us. 

Most  institutions  of  learning  have  awakened  to  this  fact,  and  are 
fast  eliminating  from  their  curricula  those  studies  which  do  not  iu 
some  tangible  way  help  the  student.  The  dead  languages  are  giving 
way  to  the  modern,  the  theoretical  training  of  the  past  to  the  prac- 
tical, which  fits  men  and  women  to  cope  with  the  real  in  life. 

Many  students,  who  stand  high  in  school  and  college,  prove  but 
sorry  bunglers  when  they  are  called  upon  to  go  out  in  the  world  to 
earn  their  living.  Graduates  who  can  conjugate  Greek  verbs  glibly, 
who  can  write  a  composition  in  several  languages,  who  can  talk  bril- 
liantly, and  theorize  in  a  masterly  way,  often  fail  utterly  when  they 
attempt  to  reduce  their  theories  to  practical  terms.  Perfectly  at 
home  in  the  university  or  college,  they  find  themselves  completely  at 
sea  in  actual  life. 

We  know  plenty  of  these  brilliant  impracticables,  who  impress 
one  as  knowing  a  great  deal,  and  yet  never  seem  to  accomplish  much. 
Like  a  fish  thrown  up  by  the  waves  on  the  beach,  they  seem  to  be  out 
of  place  in  the  workaday  world  of  facts.  In  the  world  of  theory,  they 
can  swim,  but  on  the  beach  their  fins  are  useless.  A  practical  busi- 
ness man,  when  asked  his  opinion  of  one  of  these  impracticables,  said: 
"Oh,  he  is  one  of  those  men  who  are  always  soaring  after  the  infinite, 
and  diving  after  the  unfathomable,  but  never  pay  cash." 

One  of  the  defects  of  a  so-called  liberal  education  is  that  it  does 
not  emphasize  sufficiently  the  fact  that  the  great  object  of  life  is  to 
achieve,  not  merely  to  theorize  and  study.  Any  course  which  tends 
to  paralyze  the  practical  faculties,  and  to  turn  the  creative  energies 
into  theoretical  or  impractical  channels,  will  be  condemned  by  the 
better  sense  of  this  century.  (351) 

WHAT  DOES  YOUR  POSITION  MEAN  TO  YOU? 

YOUNG  people  who  are  working  for  small  salaries,  as  a  rule,  feel 
that  they  are  kept  down,  and  that  their  services  are  not  appreciated. 
They  feel  that  they  are  overworked  and  underpaid,  and  question 
why  they  should  study  the  interests  of  their  employers,  and  do  more 
than  they  are  told  to  do. 

Banish  from  your  mind  the  idea  that  you  are  being  overworked 
and  underpaid.  As  long  as  you  are  dominated  by  this  idea,  your 
work,  instead  of  elevating  you,  is  constantly  demoralizing  you;  for, 
instead  of  sharpening  your  faculties,  drawing  out  your  finest  nature, 
and  developing  your  ambition,  you  are  strangling  all  that  is  best  and 
noblest  within,  and  forming  habits  which  will  reduce  you  to  medi- 
ocrity. Not  the  boy  who  watches  the  clock  and  does  merely  what  he 
is  told  to  do,  but  the  one  who  is  forever  trying  not  only  to  fill  his 
place,  but  to  overflow  it;  who  is  ever  on  the  alert  for  new  ideas  and 
improved  methods;  the  boy  who  never  thinks  of  his  salary,  but  re- 
gards his  position  as  a  great  opportunity,  a  grand  stepping-stone  to 
something  higher  and  better;  the  boy  who  looks  upon  his  position  as 
a  splendid  discipline  to  make  him  more  thorough,  more  accurate, 
more  methodical,  more  energetic,— this  is  the  boy  who  climbs  above 
his  fellows.  A  boy's  ambition  is  easily  killed  and  his  desire  to  climb 
is  soon  checked,  if  he  does  not  constantly  aspire  to  something  higher, 
and  does  not  look  up  instead  of  down. 

It  is  a  g^od  plan  for  boys  to  constantly  ask  themselves  this  ques- 
tion :  "  What  does  my  position  mean  to  me  ?  Does  it  mean  inferiority 
or  superiority,  success  or  failure?  (2861 


LESSON   27 


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MISCELLANEOUS  PRACTICE  255 


"IF  I  REST,  I  RUST." 

The  heights  by  great  men  reached  and  kept 

Were  not  attained  by  sudden  flight; 
But  they,  while  their  companions  slept, 

Were  toiling  upward  in  the  night. 

—  Longfellow. 

The  significant  German  inscription,  found  on  an  old  key,—"  If  I 
rest,  I  rust,"  —  would  be  an  expellent  motto  for  those  who  are  afflicted 
with  the  slightest  taint  of  idleness.  Even  the  industrious  might  adopt 
it  with  advantage  to  serve  as  a  reminder  that,  if  one  allows  his  facul- 
ties to  rest,  like  the  Iron  in  the  unused  key,  they  will  soon  show  signs 
of  rust,  and,  ultimately,  will  not  do  the  work  required  of  them. 

Those  who  would  attain  — 

"  The  heights  by  great  men  reached  and  kept,"  — 

must  keep  their  faculties  burnished  by  constant  use,  so  that  they  will 
unlock  the  doors  of  knowledge,  the  gates  that  guard  the  entrances  to 
the  professions,  science,  art,  literature,  agriculture, —  every  depart- 
ment of  human  endeavor. 

Industry  keeps  bright  the  key  that  opens  the  treasury  of  achieve- 
ment to  the  ambitious.  If  Hugh  Miller,  after  toiling  all  day  in  a 
quarry,  had  devoted  his  evenings  to  rest  and  recreation,  he  would 
never  have  become  a  famous  geologist.  The  celebrated  mathemati- 
cian, Edmund  Stone,  would  never  have  published  a  mathematical  dic- 
tionary. He  would  never  have  found  the  key  to  the  science  .of  mathe- 
matics, If  he  had  given  to  idleness  his  spare  moments,  snatched  from 
the  duties  of  a  gardener.  Had  the  little  Scottish  lad,  Ferguson, 
allowed  the  busy  brain  to  go  to  sleep  while  he  tended  sheep  on  the 
hillside,  instead  of  calculating  the  position  of  the  stars  by  the  help 
of  a  string  of  beads,  he  would  never  have  become  a  famous 
astronomer. 

"Labor  vanquishes  all;"  not  inconstant,  spasmodic,  or  ill-directed 
labor,  but  faithful,  unremitting  daily  effort  toward  a  well-directed 
purpose.  Just  as  truly  as  eternal  vigilance  is  the  price  of  lioerty,  is 
eternal  industry  the  price  of  noble  and  enduring  success. 

Seize,  then,  the  minutes  as  they  pass; 

The  woof  of  life  is  thought. 
Warm  up  the  colors;  let  them  glow, 

With  fire  of  fancy  fraught.  (345) 

A  DIVINE  HUNGER  FOR  GROWTH. 

Whenever  you  see  a  youth  yearning  for  more  education,  for  a 
fuller  life;  when  you  see  him  devoting  every  spare  moment  to  acquir- 
ing information  which  may  help  him  in  his  business  or  occupation,  or 
enlarge  his  mental  horizon;  when  you  see  him  cheerful  and  prompt, 
always  trying  to  do  everything  he  touches  to  a  finish,  you  may  be 
very  certain  that  that  boy  will  succeed.  (70) 


Literature,  the  ministry,  medicine,  law,  and  other  occupations  are 
cramped  and  hindered  for  want  of  men  to  do  the  work,  not  for  the 
work  to  do.  If  you  wish  to  test  the  truth  of  this  statement,  hunt  up  a 
first-class  editor,  reporter,  business  manager,  foreman  of  a  machine 
shop,  mechanic,  or  an  artist  in  any  branch  of  industry,  and  try  to 
hire  him.  You  will  find  him  already  hired.  If  you  need  idlers,  shirk- 
ers, half-instructed,  comfort-seeking  editors,  lawyers,  doctors,  and 
mechanics,  apply  everywhere.  They  are  plentiful.  — MARK  TWAIN* 

(99) 


MISCELLANEOUS   PRACTICE 


MISCELLANEOUS   PRACTICE  257 

FAR-AWAY   OPPORTUNITIES. 

DISTANCE  seems  to  have  a  great  charm  for  youth,  especially  for 
boys.  It  is  very  hard  for  them  to  see  opportunities  where  they 
are.  They  are  all  looking  for  great  chances,  for  unusual  openings.  15 
is  difficult  to  convince  them  that  almost  all  the  successful  men  of  the 
country  found  their  opportunities  right  where  their  duties  placed 
them,  and  did  not  succeed  by  running  away  to  some  other  city  or 
country. 

Very  few. boys  to-day,  though  they  live  in  a  paradise  of  good 
opportunities,  think  they  have  any  chance.  If  they  could  only  get  to 
Chicago,  San  Francisco,  New  York,  or  some  other  large  city,  they  feel 
sure  they  could  succeed,  but  they  can  not  see  an  opportunity  on  the 
farm  or  in  a  little  country  town. 

If  youths  would  only  realize  that  every  little  task  in  the  store  or 
on  the  farm  is  an  opportunity  to  cultivate  the  very  principles  upon 
which  every  success  must  stand,  to  cultivate  dispatch  and  system,  to 
enlarge  the  observation,  to  practice  good  manners,  to  learn  the  value 
of  politeness  and  courtesy;  if  they  could  only  realize  that  these  are 
all  stepping-stones  to  something  higher;  that  the  ladder  upon  which 
they  must  climb  to  success,  if  at  all,  is  close  to  thQm;  that  every  task 
lightly  done  will  advance  them  a  step  on  their  way,  they  would 
be  far  on  the  road  to  success. 

Boys  are  always  dreaming  about  genius,  of  what  it  can  accom- 
plish, and  wondering  why  they  do  not  have  it.  They  do  not  under- 
stand that  drudgery  is  the  right  hand  9f  genius,  and  that  persistence 
performs  miracles.  They  do  not  realize  that  the  great  majority  of 
men  who  have  risen  to  be  superintendents,  managers,  and  proprie- 
tors of  great  stores,  found  their  first  opportunity  in  sweeping  the 
floors  of  those  very  stores. 

Remember,  young  men,  that  the  chances  are  that  the  stepping- 
stones  to  your  promotion  are  right  where  you  are,  not  somewhere 
else.  If  you  fill  your  present  position,  whatever  it  may  be,  full  to 
overflowing;  if  you  are  faithful,  careful,  and  prudent;  if  you  study 
the  needs  of  the  next  higher  step  above  you,  you  may  soon  take  that 
step.  (364) 

THE  SECRET  OP  SUCCESS. 

VERY  few  ever  get  full  command  of  their  energies.  Most  people 
get  their  living  hy  thoir  weakness  rather  than  by  their  strength. 
They  never  seem  to  utilize  more  than  a  fraction  of  themselves.  They 
use  only  a  part  of  their  faculties.  Their  power  is  potential,  not  real. 
They  remain  undeveloped  possibilities.  Only  one  side  of  their  nature 
has  been  unfolded. 

To  have  the  power  to  fling  one's  self  unreservedly  upon  whatever 
one  does;  to  bo,  as  Goethe  said,  a  whole  man  to  everything  one 
touches,  to  bo  able  to  throw,  not  a  quarter,  not  a  half,  but  one's 
entire  weight  upon  the  task  in  hand,— this  is  the  great  secret  of 
success. 

To  getcompleto  possession  of  yourself,  absolute  mastery  of  your 
faculties;  to  seize  your  life-purpose  with  the  whole  of  your  being  and 
fling  your  life  out  to  it,—  this  is  to  succeed,  indeed.  To  feel  the  thrill 
which  comes  with  the  consciousness  of  complete  self-mastery,— this  is 
life  raised  to  its  highest  standard. 

One  who  is  out  of  his  place  can  not  get  possession  of  himself.  He 
must  fill  the  niche  which  nature  made  for  him,  or  he  will  bo  a  failure. 
He  must  feel  the  whole  of  himself,  all  his  faculties,  his  entire  being, 
tugging  away  at  his  life-aim,  if  he  would  make  the  most  possible  of 
himself.  A  man  whom  nature  cut  out  for  a  statesman  will  be  a  f ailureon 
the  farm.  One  patterned  for  a  shoemaker  will  still  cobble,  though  he 
be  in  congress. 

One  trouble  with  most  of  us  is,  that  we  seek  for  power  outside  of 
ourselves;  we  think  we  can  absorb  it  from  books,  from  a  teacher, 
from  a  school,  a  university;  but  the  creative  energy  which  accom- 
plishes things,  the  original,  vitalizing  force  of  achievement,  must 
ever  come  from  within.  It  can  not  be  found  in  books  or  colleges;  it 
can  not  be  put  into  us  from  without;  it  must  be  evolved  from  within. 
Borrowed  power  never  accomplishes  anything;  it  is  the  man  who  gets 
a  firm  grip  on  all  his  powers,  impelling  them  as  by  a  coiled  spring 
within  himself,  that  is  ever  the  master  of  the  situation,  and  accom- 
plishes grand  results.  (370) 
17 


MISCELLANEOUS  PRACTICE  259 

MAKING  EDUCATION  PRACTICAL. 

THE  prime  object  of  education  is  to  gain  power,—  ability  to  grasp,  to 
hold,  to  administer,  to  cope  with  men  and  things;  to  become  more  effi- 
cient in  the  great  struggle  for  existence;  to  concentrate  all  one's 
powers  upon  one  point.  This  is  an  intensely  practical  age.  The  great 
throbbing  world  of  fact  and  competition,  where  only  the  fittest  sur- 
vive, has  little  use  for  mere  theory  or  theorists  only.  Hard  common 
sense  is  the  genius  of  the  century.  Men  care  very  little,  to-day,  about 
what  might  do  or  what  ought  to  do,  but  they  want  to  know  what  will 
do.  Not  theories,  but  considerations  confront  the  world  of  actuality. 
The  world  is  always  hunting  for  an  efficient  man;  a,  man  who  can  do 
things;  a  man  with  executive  ability;  a  man  who  has  transmuted 
every  bit  of  his  Knowledge  into  practical  power.  a,nd  has  learned  to 
bring  it  out  with  great  energy  upon  whatever  he  undertakes:  this  is 
the  kind  of  man  who  is  always  in  demand. 

For  ordinary  purposes,  a  man  with  one  idea  and  with  great  energy 
behind  it;  a  one-talented  man  who  knows  how  to  use  his  talent,  is  in 
greater  demand  than  a  ten-talented  man  with  a  head  crammed  with 
facts  and  theories,  but  who  does  not  know  how  to  use  them.  This  is 
the  reason  why  the  man  who  gets  his  power  at  first-hand  from  reali- 
ties, from  actual  experience  and  contact  with  the  world,  always  has  a 
great  advantage  over  the  merely  encyclopedic  college  man  who  can 
not  effectively  use  what  he  knows. 

The  boy  who  takes  the  highest  rank  in  school  or  college  is  often 
graduated  only  to  take  the  lowest  rank  in  real  life.  Do  not  suppose 
that  we  would  depreciate  in  the  least  a  college  education.  On  the 
contrary,  we  advise  every  youth  who  can  possibly  do  so  to  go  to  col- 
lege, but  we  wish  to  emphasize  the  great  necessity  of  making  an  edu- 
cation practical  by  being  able  to  transmute  it  into  power.  This  is  why 
the  students  who  are  obliged  to  work  their  way  through  school  or  col- 
lege are  often  more  successful  in  life  than  those  who  have  plenty  of 
money.  They  have  learned,  while  getting  their  education,  how  to 
make  their  knowledge  available  in  order  to  minister  to  their  own  ne- 
cessities. After  all,  necessity  is  the  greatest  and  most  practical 
schoolmaster.  No  college,  no  institution,  of  itself  can  give  this  pe- 
culiar transforming  power.  If  a  boy  does  not  take  it  to  college  with 
him,  he  will  not  take  it  away  with  him.  He  will  take  away  just  what 
he  brought.  It  may  be  in  a  more  elegant  shape,  but  it  will  be  the 
same  material.  If  a  mental  scythe  is  made  of  good  steel,  the  college 
grindstone  will  bring  it  to  an  edge,  and  make  it  do  more  effective 
work.  But  if  the  scythe  is  made  of  soft  steel,  all  the  college  grind- 
stones in  the  world  will  not  make  it  effective. 

How  often  do  we  see  men  who  seem  to  be  drowned  in  their  talents  ! 
They  know  so  many  things  that  they  can  not  marshal  them  effect- 
ively upon  anyone  point.  Their  heads  are  so  stuffed  with  facts  and 
theories  that  they  do  not  seem  to  be  able  to  concentrate  their  energies 
with  sufficient  force  to  accomplish  anything.  There  is  a  vast  differ- 
ence between  knowledge  or  mere  learning  and  practical  wisdom.  A 
mind  stuffed  with  other  men's  ideas  is  not  necessarily  an  educated 
mind.  To  be  the  mere  passive  recipient  of  what  others  have  thought 
out  is  to  be  a  sort  of  reservoir,  but  not  a  fountain.  A  man  may  have 
a  vast  amount  of  knowledge,  and  yet  not  be  able  to  accomplish  any- 
thing. The  memory  is  the  lowest  faculty  of  the  brain ;  it  merely  holds 
what  is  put  into  it,  but  has  no  power  to  use  it.  The  will,  the  practi- 
cal faculties,  must  seize  this  information  and  put  it  to  real  use,  or  the 
education  will  be  lost. 

Literary  culture  alone  will  never  make  a  strong  man.  Mere  piling 
up  of  facts  and  theories,  reading  of  books,  or  memorizing  other  peo- 
ple's ideas  will  not  necessarily  make  a  man  who  can  accomplish 
things.  A  youth  who  is  graduated  from  college  with  high  honors  may 
be  absolutely  powerless  to  cope,  in  the  actual  affairs  of  life,  with  some 
narrow-minded,  comparatively  ignorant,  but  hard-headed  man,  who, 
perhaps,  can  not  even  write  his  own  name.  The  college  may  give 
knowledge,  but  not  necessarily  wisdom  or  working  ability.  (753) 


260. 


MISCELLANEOUS   PKACTICE 


MISCELLANEOUS  PRACTICE  261 


WHY  PEOPLE  ARE  OUT  OF  WORK. 

IT  Is  most  interesting  to  study  the  people  who  hang  about  employ- 
ment offices  in  great  cities,  or  who  are  constantly  going  about  looking  for 
work,  "trying  to  get  a  job."  They  often  claim  that  the  trusts  or  un- 
toward social  conditions  are  to  blame  for  their  i'dleness.  But,  if  we  ex- 
amine these  people,  we  shall  find,  in  many  a  case,  that  there  is  a  screw 
loose  somewhere.  Some  of  them  are  dissipated;  some  have  been  drifting 
about  for  years  as  "Jacks-of -all-trades;"  some  are  sloven  or  have  filthy 
personal  habits;  most  of  them  are  shiftless;  many  have  bad  manners,  or 
have  been  so  wretchedly  brought  up  that  employers  could  not  endure 
them  in  their  stores  or  offices;  some  are  lazy,  while  many  of  them  are 
hopeless  wrecks.  The  great  majority  do  not  know  how  to  do  things 
properly.  They  have  not  been  trained  to  accuracy  or  thoroughness;  they 
only  half  do  things. 

This  is  the  great  secret  of  the  army  of  the  unemployed.  Not  more 
than  one  in  twenty  of  the  domestic  servants  who  are  seeking  situations 
can  fill  a  position  efficiently.  They  botch  their  work;  they  are  careless; 
they  do  not  seem  to  know  how  to  live  with  civilized  people;  they  scratch 
costly  furniture,  ruin  tapestries,  break  valuable  china,  while  most  of 
them  do  not  know  even  the  first  principles  of  cleanliness,  and  practically 
nothing  of  sanitary  science.  Not  one  cook  in  a  hundred  knows  anything 
of  the  chemistry  or  science  of  the  kitchen,  and  yet  most  of  them  com- 
plain of  a  condition  of  things  which  keeps  them  from  getting  work. 

Probably  not  more  than  one  person  in  fifty  of  those  who  are  looking 
for  positions  as  bookkeepers  knows  how  to  keep  a  set  of  books.  They  are 
not  naturally  accurate;  they  do  not  know  how  to  concentrate  their  minds, 
and  consequently  blunder,  make  erasures,  and  blot  their  pages.  Thou- 
sands of  stenographers  are  out  of  positions,  but  how  rare  it  is  to  find  one 
who  is  really  competent.  Very  few  of  them  know  anything  of  the  laws 
of  punctuation  or  English  composition;  they  can  not  spell  correctly,  and 
most  of  them  are  so  narrow  in  their  education  and  experience  that  they 
are  of  little  use  to  a  broad-minded  man.  They  know  little  of  geography, 
biography,  or  history;  and,  if  reference  is  made  to  anything  outside  the 
office  routine,  they  are  utterly  at  sea.  They  know  little  of  books,  of 
countries,  or  of  men.  They  have  simply  learned  to  write  shorthand 
mechanically,  entirely  overlooking  the  fact  that,  in  order  to  be  a  really 
successful  stenographer,  one  must  have  a  broad  general  education.  How 
difficult  it  is  to  find  an  office  boy  who  is  bright,  quick,  thoughtful,  at- 
tentive, discreet,  courteous,  and  polite. 

Every  employer  very  quickly  appreciates  merit,  and  notwithstanding 
the  army  of  unemployed  in  every  large  city  who  can  not  procure  situa- 
tions, scores  of  business  men  and  institutions  are  constantly  looking  for 
employees  who  can  properly  fill  positions.  First-class  stenographers, 
bookkeepers,  hotel  employees,  clerks,  etc.,  are  exceedingly  rare;  and 
there  are  very  few  young  men  and  women  who  are  thoroughly  competent 
to  serve  as  managers,  superintendents,  or  in  other  positions  of  a  responsi- 
ble character. 


Competency  and  efficiency  are  always  in  demand,  while  incompetents 
and  inefficient  workers  by  the  thousands  are  starving  for  want  of  em- 
ployment. 

'The  first  thing  to  do,  if  you  have  not  done  it,  is  to  fall  in  love  with 
your  work. 

You  can  not  in  any  given  case,  by  any  sudden  and  single  effort,  will  to 
be  true  if  the  habit  of  your  life  has  been  insincerity. 

We  are. all  apt  to  lose  sight  of  the  fact  that  wisdom  is  not  what. a  man 
knows,  but  what  he  is.  The  important  thing  is  not  what  we  drill  into  our 
children,  but  what  we  drill  them  into.  (639) 


LESSON  29 


MISCELLANEOUS   PRACTICE  2G3 

A  RECIPE  FOR  WISE  LIVING. 

Most  people  merely  exist;  they  do  not  live  at  all,  In  the  broader 
sense  of  the  term.  19  inhale  and  exhale,  to  eat  and  drink,  to  attend 
to  the  necessary  routine  of  everyday  life,  is  a  small  part  of  real  liv- 
ing. Wise  living  means  wise  thinking,  and  most  of  us  do  not  think; 
we  worry  and  fret,  we  are  over-anxious  about  our  affairs,  but  we  do 
not  know  the  A-B-C  of  real  thinking,  nor  the  luxury  of  knowing  how 
to  concentrate  the  mind.  To  focus  the  eye  on  a  pinhole,  and  try  to 
think  of  one  thing  is  not  what  we  mean  by  concentration.  Con- 
centration, in  the  highest  sense,  is  the  focusing  of  the  whole  being, 
the  flinging  of  one's  highest  power  upon  one  point,  the  combination 
of  the  ethical,  spiritual,  and  physical  powers  in  the  development  of 
manhood  and  womanhood. 

Many  people,  in  trying  to  concentrate  the  mind,  merely  narrow 
their  mental  vision  by  trying  to  keep  it  within  certain  limits.  True 
concentration  is  a  very  broad  term.  It  means  the  bringing  into  har- 
monious, effective  action,  the  powers  of  all  the  faculties, —  mental, 
spiritual,  and  physical. 

Man  is  a  very  complex  being,  and,  for  his  symmetrical  develop- 
ment, requires  a  great  variety  of  nourishment.  Birds,  flowers,  land- 
scapes, pictures,  music,  and  society  are  just  as  essential  to  a  full  and 
complete  development  of  manhood  and  womanhood  as  the  technical 
education  of  the  school.  The  man  who  expects  to  become  great  by 
concentrating  his  mind  upon  one  thing,  day  in  and  day  out,  year  in 
and  year  out,  will  surely  dwarf  his  success,  as  he  would  dwarf  a  tree 
by  cutting  off  all  butone  branch. 

We  must  send  force-sap  into  every  avenue  of  our  beings;  every 
pore  of  the  mind  and  soul  must  absorb  power,  or  the  man  wjll  be 
stunted.  If  nourishment  is  cut  off  in  any  direction,  the  life  will  be 
circumscribed  in  proportion. 

The  man  who  is  not  constantly  extending  his  horizon  will  soon 
get  into  a  rut. 

Those  people  who  leave  their  mark  upon  the  world,  who  broaden 
and  enrich  the  life  9f  their  community,  are  constantly  growing. 

The  world  has  little  use  for  the  men  who  stop  growing,  no  matter 
what  their  age  may  be.  It  is  the  fuller  life,  the  broader  experience, 
the  deeper  culture  that  time  brings,  that  enrich  civilization. 

Every  occupation  is  crowded  with  men  who  have  stopped  grow- 
ing, men  who  have  got  into  ruts,  and  can  not  get  out.  They  are  pig- 
mies, as  far  as  public  spirit  is  concerned,—  pigmies  in  society,  and 
outside  of  their  own  little  narrow  groove.  These  men  do  not  bene- 
fit the  world  much,  and  are  not  missed  when  they  retire  from  the 
active  duties  of  life.  It  is  the  men  who  learn  the  secret  of  wise  living, 
men  who  are  broader  than  the  bread-and-butter  question,  that  the 
world  wants.  (481) 

JOHN    1:1-13. 

In  the  beginning  was  the  Word,  and  the  Word  was  with  God,  and 
the  Word  was  God.  The  same  was  in  the  beginning  with  God.  All 
things  were  made  by  him;  a.nd  without  him  was  not  anything  made 
that  was  made.  In  him  was  life;  and  the  life  was  the  light  of  men. 
And  the  light  shineth  in  darkness;  and  the  darkness  comprehended  it 
not.  There  was  a  man  sent  from  God,  whose  name  was  John.  The 
same  came  for  a  witness,  to  bear  witness  of  the  Light,  that  all  men 
through  him  might  believe.  He  was  not  that  Light,  but  was  sent  to 
bear  witness  of  that  Light.  That  was  the  true  Light,  which  lighteth 
every  man  that  cometh  into  the  world.  He  was  in  the  world,  and  the 
world  was  made  by  him,  and  the  world  knew  him  not.  He  came  unto 
his  own,  and  his  own  received  him  not.  But  as  many  as  received  him, 
to  them  gave  he  power  to  become  the  sons  of  God,  even  to  them  that 
believe  on  his  name:  which  were  born,  not  of  blood,  nor  of  the  will  of 
the  flesh,  nor  of  the  will  of  man,  but  of  God.  (200) 


MISCELLANEOUS  PRACTICE 


MISCELLANEOUS  PRACTICE  265 

THE  HEAVENLY  INHERITANCE. 

Peroration  of  Sermon  by  Elder  U.  Smith,  delivered  at  Battle  Creek, 
Mich.,  October  26,  1890. 

The  goodly  land!  I  can  hardly  forbear,  before  I  close,  casting  a 
glance  forward  to  that  heavenly  inheritance  which  is  the  objective  point 
of  all  our  struggles,  our  toils,  and  our  desires.  I  see  there  a  land  which 
stands  in  a  wonderful  contrast  to  this.  As  the  hymn  says — 

"Oh I  how  unlike  the  present  world, 
Will  be  the  one  to  come!" 

I  see  fields  smiling  in  living  green,  trees  majestic  in  their  wealth 
of  verdure,  flowers  dazzling  with  their  rainbow  hues,  and  on  neither 
field  nor  trees  nor  flower  do  I  see  the  touch  of  frost  or  the  pale  hand  of 
decay.  I  see  no  foot-prints  of  the  curse,  no  scars  of  sin.  I  see  no  pesti- 
lence walking  in  darkness,  nor  destruction  wasting  at  noonday.  I  see  no 
forms  distorted  with  pain,  nor  brows  furrowed  with  anxiety  and  care.  I 
see  no  mournful  shafts  telling  where  weary  forms  and  sad  and  broken 
hearts  have  gone  down  into  dust  and  darkness.  I  see  no  painful  messages 
passing  over  that  land,  telling  that  a  friend,  a  brother,  a  fellow  laborer, 
has  fallen  beneath  the  cruel  stroke  of  a  relentless  foe.  I  see  no  darkened 
room  where  the  tide  of  a  precious  life  is  ebbing  slowly  away.  I  see  no 
bosoms  heaving  with  anguish,  no  badges  of  mourning,  no  funeral  trains, 
no  yawning,  insatiate  grave.  But  on  the  other  hand,  I  see  a  glorious 
company  who  bear  bright  palms  of  victory  over  death  and  the  grave.  I 
see,  as  one  of  our  hymns  says,  that — 

"  The  glory  of  God  like  a  molten  sea, 
Bathes  the  immortal  company." 

I  see  every  eye  sparkling  with  the  fulness  of  the  joy  that  reigns 
within.  I  see'on  every  cheek  the  bloom  of  eternal  youth  and  everlasting 
health.  I  see  every  limb  lithe  and  strong.  I  see  the  lame  man  leaping  as 
an  hart.  I  see  the  blind  gazing  with  rapture  on  the  celestial  glory.  I  see 
the  deaf  listening  enchanted  to  the  heavenly  melody.  I  see  the  dumb 
joining  with  loud  voice  in  the  anthems  of  praise.  I  see  the  mother 
clasping  to  her  bosom  the  children  she  had  lost  awhile  in  the  land  of  the 
enemy,  but  now  recovered  forever.  I  see  long  parted  friends  meet  in 
eternal  reunion.  I  see  a  river  so  pure  and  clear,  so  charged  with  every 
element  of  refreshment  and  life,  that  it  is  called  "the  river  of  life."  I 
see  a  tree  over-arching  all,  so  healing  in  its  leaves,  so  vivifying  in  its 
fruits,  that  it  is  called  "the  tree  of  life."  I  see  a  great  white  throne  in 
whose  effulgence  there  is  no  need  of  moon  or  sun  to  give  us  light.  I  hear 
a  voice  saying  to  that  victorious  company,  "This  is  your  rest  forever,  and 
you  shall  no  more  be  acquainted  with  grief;  for  there  shall  be  no  more 
pain  or  death,  and  sorrow  and  mourning  have  forever  fled  away."  And  in 
all  the  universe  I  then  see  no  trace  of  "sin  or  suffering;  but  I  hear  from 
every  world  and  from  every  creature,  a  joyous  anthem,  like  the  sound  of 
many  waters,  going  up  to  God;  and  they  say,  "Blessing,  and  honor,  and 
glory,  and  power  be  unto  him  that  sitteth  upon  the  throne,  and  unto  the 
Lamb  forever  and  ever." 

Such  is  the  goodly  land  we  may  go  up  and  possess.  Such  is  the 
land  that  awaits  every  laborer  who  is  faithful  to  the  end.  The  Spirit 
and  Bride  say.  Come;  and  whosoever  will,  may  come.  If  any  here  have 
not  yet  turned  their  feet  Zionward,  let  me  say,  "Come  with  us,  and  we 
will  do  thee  good."  (624) 


LESSON   30 


206 


MISCELLANEOUS  PRACTICE  267 


VOCAL  MUSIC  IN  EDUCATION  AND  WORSHIP. 

An  address  by  Prof.  W.  W.  Prescott,  at  the  Commencement  Exer- 
cises of  Battle  Creek  College,  June  18, 1894. 

The  brief  contribution  which  I  shall  make  to  our  program  this 
evening,  is  but  the  outgrowth  of  work  which  we  have  actually  done 
during  the  present  year.  ,  Having  taken  up  a  line  of  work  in  vocal 
music  which  has  been  allowed  to  lie  in  neglect,  and  having  presented 
in  our  recital  this  afternoon  some  of  the  results  of  our  first  year's 
work,  it  seemed  but  proper  that  some  brief  reference  should  be  made 
in  the  program  of  the  evening  to  this  part  of  our  work. 

Music  has  been  defined  as  being  the  art  which  employs  sound  as 
the  medium  of  artistic  expression  for  what  is  not  within  the  province 
of  literature,  of  sculpture,  of  -painting,  of  acting,  or  of  architecture. 
Of  course  vocal  music  is  that  department  in  which  the  human  voice 
is  the  medium.  The  gift  of  artistic  speech  is  one  of  God's  greatest 
gifts  to  man,  and  the  vocal  apparatus  with  which  man  is  endowed  is 
the  most  wonderful  of  all  musical  instruments.  It  is  itself  a  thing  of 
life.  It  is  under  the  direct  control  of  the  mind  and  the  will  without 
any  intermediate  mechanism.  In  compass,  in  range,  in  variety,  it 
vies  with  any  instrument,  and  it  is  certainly  worth  the  while  to  give 
it  due  attention,  that  one  may  be  able  to  use,  to  the  best  possible 
advantage,  this  gift  of  gifts.  And  this  is  true  not  merely  of  the  one 
who  is  a  professional  singer,  not  merely  of  the  one  who  wishes  to  use 
his  voice  for  singing;  it  is  valuable  also  for  one  who  wishes  to  know 
how  to  use  the  melody  of  his  voice,  a/id  to  use  it  on  any  occasion,  to 
the  best  advantage. 

It  often  happens  that  what  is  written  in  the  form  of  poetry  and 
where  the  lines  are  made  to  rhyme,  is,  after  all,  but  prose,  and  some- 
times a  very  poor  quality  of  prose.  It  is  also  true  that  much  that  is 
written  in  the  form  of  prose  is  poetical  both  in  thought  and  expres- 
sion. So,  too,  there  is  the  music  of  the  voice,— a  melody  that  should 
be  preserved  in  speaking  as  well  as  in  singing. 

When  we  come  to  the  question  of  the  intellectual  value  of  vocal 
music,  it  opens  before  us  a  wide  range.  There  is  no  other  kind  of 
music  so  universal;  in  every  age,  in  every  land,  and  almost  with 
every  individual,  vocal  music  is  universal.  The  mother  sings  a  lull- 
aby o'er  the  infant  of  a  few  days;  we  chant  requiem  at  the  grave  of 
the  departed;  and  so  it  may  almost  simply  be  said  that  we  are  sung 
into  life  and  sung  out  of  life. 

To  be  able  to  appreciate  music  is  worth  the  while,  and  richly 
repays  for  such  time  and  study  as  may  be  devoted  to  it. 

Music  is  an  independent,  intricate,  competent,  and  universal 
language.  It  has  its  grammar,  laws  of  phrasing,  forming  clauses, 
and  rounding  periods;  it  has  its  rules  of  position,  agreement,  govern- 
ment, and  progression;  its  principles  controlling  climaxes,  repeti- 
tions and  other  rhetorical  figures;  nor  is  it  wanting  in  idiom,  as  we 
shall  realize  when  we  compare  Oriental  and  western  systems,  ancient 
and  modern,  or  note  the  peculiarities  of  the  different  western  schools. 
It  has  also  its  mannerisms  or  provincialisms,  so  that  a  tyro  may 
readily  know  whether  he  is  listening  to  a  Scotch,  an  Irish,  an  Italian 
or  German  melody.  As  an  organized  and  veritable  language  it 
manifests  its  strength  in  its  ability  to  express  thought,  portray 
feeling,  and  arouse  emotion.  In  all  these  it  is  the  superior  of  verbal 
utterance.  The  eagle  of  intellectuality,  it  soars  into  those  regions 
of  exalted  thought  which  verbal  formulae  can  not  penetrate,  and 
where  logic  would  droop  with  weary  wing;  it  beats  the  pulseless 
ether  of  abstract  thought,  with  confident,  buoyant  pinion. 

We  might  properly  ask  a  series  of  questions  when  we  attempt  to 
weigh  the  intellectual  value  of  the  study  of  music,  and  that  whether 
it  be  vocal  or  instrumental.  These  questions  might  properly  be 
propounded : — 


2G8 


MISCELLANEOUS  PEACTICE 


....... 


MISCELLANEOUS   PRACTICE  269 

1.  Does  the  study  of  music  strengthen  the  memory  ?  2.  Does  it 
bring  the  reason  into  active  play  ?  3.  Does  it  favor  habits  of 
thought.  4.  Does  it  inspire  the  Imagination  ?  5.  Does  it  enhance  the 
perceptive  faculty  ?  6.  Does  it  facilitate  expression  ?  7.  Does  it 
arouse  the  emotional  nature  ?  8.  Does  it  cultivate  the  esthetic  prin- 
ciple ?  9.  Does  it  give  breadth  of  mental  comprehension  ? 

If  these  questions,  or  any  considerable  number  of  them,  should  be 
anwered  in  the  affirmative,  it  would  seem  evident  that  there  is 
intellectual  value  in  the  study  of  music.  Not  having  the  time  to 
elaborate  upon  these  questions,  or  to  defend  them  as  propositions, 
I  can  simply  raise  the  questions,  believing,  at  the  same  time,  that 
such  answers  can  be  given,  and  truthfully  given,  as  would  indicate 
an  intellectual  value  in  the  study  of  music  entitling  it  to  its  place  in 
the  curriculum  of  any  institution. 

As  to  music  in  worship:  From  the  beginning  to  the  present,  span- 
ning the  whole  course  of  time,  we  find  music  taking  its  prominent 
place  in  the  worship  of  God.  When  the  foundations  of  the  earth  were 
laid,  then  it  was  that  "the  morning  stars  sang  together,  and  all  the 
sons  of  God  shouted  for  joy."  When  he  was  born  whose  mission  it 
was  to  seek  and  to  save  that  which  was  lost,  and  the  angel  came  to 
bring  the  glad  news,  ''then  suddenly  with  the  angel  there  was  a  mul- 
titude of  the  heavenly  host  praising  God.  saying,  Peace  on  earth, 
good  will  to  men."  When  he  ascended  up  on  high,  and  led  captivity 
captive,  then  it  was  that  the  choirs  of  angel  voices  answered  with  the 
inquiry  and  with  the  song  of  reply,  "  Who  is  the  King  of  glory?  The 
Lord  strong  and  mighty;  the  Lord  mighty  in  battle." 

And  all  along  through  the  course  of  history  we  have  repeated 
instances  where  music  has  played  a  prominent  part  in  the  worship  of 
God,  and  we  are  assured  that  it  will  be  so  in  the  eternal  ages;  for 
"  the  redeemed  shall  return  and  come  to  Zion  with  songs  and  ever- 
lasting joy  upon  their  heads." 

When  religion  has  waned,  music  has  waned;  when  religion  has 
been  revived,  music  has  been  revived.  It  is  a  part  of  the  history  of 
the  Dark  Ages  that  music  was  taken  away  from  the  people;  it  is  a 
part  of  the  history  of  the  Reformation  of  the  sixteenth  century,  and 
by  no  means  an  unimportant  part,  that  music  was  restored  to  the 
people  in  the  worship  of  God.  Since  Luther's  time,  the  people  have 
sung;  the  Bible  inspired  their  songs,  and  the  impulse  given  at  the 
epoch  of  the  Reformation  produced  in  later  years  those  noble  orato- 
rios which  seem  to  be  the  summit  of  this  art. 

It  would  certainly  seem  to  be  clear,  even  with  this  brief  sugges- 
tion, that  music  has  an  important  place  both  in  education  ana  in 
worship.  (480) 


LINCOLN'S  GETTYSBURG  SPEECH. 

Fourscore  and  seven  years  ago,  our  fathers  brought  forth  on  this 
continent  a  new  nation,  conceived  in  liberty,  and  dedicated  to  the 
proposition  that  all  men  are  created  equal.  Now  we  are  engaged  in 
a  great  civil  war,  testing  whether  that  nation,  or  any  nation  so  con- 
ceived and  so  dedicated,  can  long  endure.  We  are  met  on  a  great 
battlefield  of  that  war.  We  have  come  to  dedicate  a  portion  of  that 
field  as  a  final  resting-place  for  those  who  here  gave  their  lives  that 
that  nation  might  live.  It  is  altogether  fitting  and  proper  that  we 
should  do  this.  But  in  a  larger  sense  we  can  not  dedicate,  we  can  not 
consecrate,  we  can  not  hallow,  this  ground.  The  brave  men,  living 
and  dead,  who  struggled  here,  have  consecrated  it  far  above  our  poor 
power  to  add  or  detract.  The  world  will  little  note,  nor  long  remem- 
ber, what  we  say  here;  but  it  can  never  forget  what  they  did  here. 
It  is  for  us,  the  living,  rather  to  be  dedicated  here  to  the  unfinished 
work  which  they  who  fought  here  have  thus  far  so-  nobly  advanced. 
It  is  rather  for  us  to  be  here  dedicated  to  the  great  task  remaining 
before  us,—  that  from  these  honored  dead  we  take  increased  devotion 
to  that  cause  for  which  they  gave  the  last  full  measure  of  devotion, — 
that  we  here  highly  resolve  that  these  dead  shall  not  have  died  in 
vain, —  that  this  nation,  under  God,  shall  have  a  new  birth  of  free- 
dom,—and  that  government  of  the  people,  by  the  people,  for  the 
people,  shall  not  perish  from  the  earth.  (270) 


LESSON   31 


MISCELLANEOUS  PRACTICE  271 

PORTION    OF   PRESIDENT    McKINLEY'S    LAST 
SPEECH. 

[Used  by  permission  of  The  Winthrop  Press,  New  York  Oity.  J 

PRESIDENT  MILBURN,  DIRECTOR-GENERAL  BUCHANAN,   COMMISSION- 
ERS,  LADIES  AND  GENTLEMEN  :  — 

I  am  glad  to  again  be  in  the  City  of  Buffalo,  and  exchange  greet- 
ings with  her  people,  to  whose  generous  hospitality  I  am  not  a 
stranger,  and  with  whose  good  will  I  have  been  repeatedly  and 
signally  honored.  To-day  I  have  additional  satisfaction  in  meeting 
and  giving  welcome  to  the  foreign  representatives  here,  whose 
presence  and  participation  in  this  exposition  have  contributed  in 
so  marked  a  degree  to  its  interest  and  success.  To  the  Commissioners 
of  the  Dominion  of  Canada  and  the  British  Colonies,  the  French 
Colonies,  the  republics  of  Mexico  and  of  Central  and  South  America, 
and  the  Commissioners  of  Cuba  and  Porto  Rico,  who  share  with  us  in 
this  undertaking,  we  give  the  hand  of  fellowship,  and  felicitate  with 
them  upon  the  triumphs  of  art,  science,  education,  and  manufacture, 
which  the  old  has  bequeathed  to  the  new  century. 

Expositions  are  the  time-  keepers  of  progress.  They  record  the 
world's  advanco-ment.  They  stimulate  the  energy,  enterprise,  and 
intellect  of  the  people,  and  quicken  human  genius.  They  go  into  the 
home.  They  broaden  and  brighten  the  daily  life  of  the  people.  They 
open  mighty  storehouses  of  information  to  the  student.  Every  expo- 
sition, great  or  small,  has  helped  to  some  onward  step. 

Comparison  of  ideas  is  always  educational,  and  as  such  instructs 
the  brain  and  hand  of  men.  Friendly  rivalry  follows,  which  is  the 
spur  to  industrial  improvement,  the  inspiration  to  useful  inventions 
and  to  high  endeavor  in  all  departments  of  human  activity.  It 
exacts  a  study  of  the  wants,  comforts,  and  even  the  whims  of  the 
people,  and  recognizes  the  efficacy  of  high  quality  and  low  prices  to 
win  their  favor.  The  quest  for  trade  is  an  incentive  to  men  of  busi- 
ness to  devise,  invent,  improve,  and  economize  in  the  cost  of  pro- 
duction. Business  life,  whether  among  ourselves  or  with  other 
peoples,  is  ever  a  sharp  struggle  for  success.  It  will  be  none  the  less 
so  in  the  future.  Without  competition  we  would  be  clinging  to  the 
clumsy  and  antiquated  processes  of  farming  and  manufacture,  and 
the  methods  of  business  of  long  ago,  and  the  twentieth  would  be  no 
further  advanced  than  the  eighteenth  century.  But  though  commer- 
cial competitors  we  are,  commercial  enemies  we  must  not  be. 

The  Pan-American  Exposition  has  done  its  work  thoroughly,  pre- 
senting in  its  exhibits  evidences  of  the  highest  skill,  and  illustrating 
the  progress  of  the  human  family  in  the  western  hemisphere.  This 
portion  of  the  earth  has  no  cause  for  humiliation  for  the  part  it  has 
performed  in  the  march  of  civilization.  It  has  not  accomplished 
everything;  far  from  it.  It  has  simply  done  its  best,  and  without 
vanity  or  boastfulness,  and  recognizing  the  manifold  achievements 
of  others,  it  invites  the  friendly  rivalry  of  all  the  Powers  in  the 
peaceful  pursuits  of  trade  and  commerce,  and  will  co-operate  with 
all  in  advancing  the  highest  and  best  interests  of  humanity.  The 
wisdom  and  energy  of  all  the  nations  are  none  too  great  for  the 
world's  work.  The  success  of  art,  science,  industry,  and  invention  is 
an  international  asset,  and  a  common  glory. 

After  all,  how.  near  one  to  the  other  is  every  part  of  the  world. 
Modern  inventions  have  brought  into  close  relation  widely  separated 
peoples,  and  made  them  better  acquainted.  Geographic  and  politica} 
divisions  will  continue  to  exist,  but  distances  have  been  effaced. 
Swift  ships  and  fast  trains  are  becoming  cosmopolitan.  .  .  . 


272 


MISCELLANEOUS   PRACTICE 


"  L  ^- c  ^.7     /-^  C. 
'  " 


MISCELLANEOUS  PRACTICE  273 

The  period  of  exclusiveness  is  past.  The  expansion  of  our  trade 
and  commerce  is  the  pressing  problem.  Commercial  w;irs  are  unprof- 
itable. A  policy  of  good  will  and  friendly  trade  relations  will  prevent 
reprisals.  Reciprocity  treaties  are  in  harmony  with  the  spirit  of  the 
times;  measures  of  retaliation  are  not.  If,  perchance,  some  of  our 
tariffs  are  no  longer  needed  for  revenue  or  to  encourage  and  protect 
our  industries  at  home,  why  should  they  not  be  employed  to  extend 
and  promote  our  markets  abroad?  Then,  too,  we  have  inadequate 
steamship  service.  New  lines  of  steamships  have  already  been  put  in 
commission  between  the  Pacific  Coast  ports  of  the  United  States  and 
those  on  the  western  coasts  of  Mexico  and  Central  and  South  America. 
These  should  be  followed  up  with  direct  steamship  lines  between  the 
eastern  coast  of  the  United  States  and  South  American  ports.  One 
of  the  needs  of  the  times  is  direct  commercial  lines  from  our  vast 
fields  of  production  to  the  fields  of  consumption  that  we  have  but 
barely  touched.  Next  in  advantage  to  having  to  sell  is  to  have  the 
conveyance  to  carry  it  to  the  buyer.  We  must  encourage  our  mer- 
chant marine.  We  must  have  more  ships.  They  must  be  under  the 
American  flag,  built  and  manned  and  owned  by  Americans.  These 
will  not  only  be  profitable  in  a  commercial  sense;  they  will  be  mes- 
sengers of  peace  and  amity  wherever  they  go. 

We  must  build  the  Isthmian  Canal,  which  will  unite  the  two 
oceans,  and  give  a  straight  line  of  water  communication  with  the 
western  coasts  of  Central  and  South  America  and  Mexico.  The  con- 
struction of  a  Pacific  cable  can  not  be  Jonger  postponed.  In  the  fur- 
therance of  these  objects  of  national  interest  and  concern,  you  are 
performing  an  important  part.  This  Exposition  would  have  touched 
the  heart  of  that  American  statesman  whose  mind  was  ever  alert  and 
thought  ever  constant  for  a  larger  commerce  and  a  truer  fraternity 
of  the  republics  of  the  New  World.  His  broad  American  spirit  is  felt 
and  manifested  here.  He  needs  no  identification  to  an  assemblage  of 
Americans  anywhere,  for  the  name  of  Blaine  is  inseparably  associated 
with  the  Pan-American  movement,  which  finds  here  practical  and 
substantial  expression,  and  which  we  all  hope  will  be  firmly  advanced 
by  the  Pan-American  Congress  that  assembles  this  autumn  in  the 
capital  of  Mexico.  The  good  work  will  go  on.  It  can  not  be  stopped. 
These  buildings  will  disappear,  this  creation  of  art  and  beauty  and 
industry  will  remain  to  "make  it  live  beyond  its  too  short  living  with 
praises  and  thanksgiving."  Who  can  tell  the  new  thoughts  that  have 
been  awakened,  the  ambitions  fired,  and  the  high  achievements  that 
will  be  wrought  through  this  Exposition! 

Let  us  everremember  that  our  interest  is  in  concord,  not  conflict; 
and  that  our  real  eminence  rests  in  the  victories  of  peace,  not  those  of 
war.  We  hope  that  all  who  are  represented  here  mny  be  moved  to 
higher  and  nobler  effort  for  their  own  and  the  world's  good,  and  that 
out  of  this  city  may  come  not  only  greater  commerce  and  trade  for  us 
all,  but,  more  essential  than  these,  relations  of  mutual  respect, 
confidence,  and  friendship  which  will  deepen  and  endure.  Onr  earnest 
prayer  is  that  God  will  graciously  vouchsafe  prosperity,  happiness, 
and  peace  to  all  our  neighbors,  and  like  blessings  to  all  the  peoples 
and  powers  of  earth. 


J8 


LESSON   32 


274 


MISCELLANEOUS  PRACTICE  .        275 


A  TASTE   FOR  READING. 

WE  can  not  linger  in  the  beautiful  creations  of  inventive  genius,  or 
pursue  the  splendid  discoveries  of  modern  science,  without  a  new 
sense  of  the  capacities  and  dignity  of  human  nature,  which  naturally 
leads  to  a  sterner  self-respect,  to  manlier  resolves  and  higher  aspira- 
tions. We  can  not  read  the  ways  of  God  to  man  as  revealed  in  the 
history  of  nations,  of  sublime  virtues  as  exemplified  in  the  lives  of 
great  and  good  men,  without  falling  into  that  mood  of  thoughtful 
admiration,  which,  though  it  be  but  a  transient  glow,  is  a  purifying 
and  elevating  influence  while  it  lasts.  The  study  of  history  is  espe- 
cially valuable  as  an  antidote  to  self-exaggeration.  It  teaches  les- 
sons of  humility,  patience,  and  submission.  When  we  read  of  realms 
smitten  with  the  scourge  of  famine  or  pestilence,  or  strewn  with  the 
bloody  ashes  of  war;  of  grass  growing  in  the  streets  of  great  cities;  of 
ships  rotting  at  the  wharves;  of  fathers  burying  their  sons;  of  strong 
men  begging  their  bread;  of  fields  untilled,  and  silent  workshops,  and 
despairing  countenances,— we  hear  a  voice  of  rebuke  to  our  own 
clamorous  sorrows  and  peevish  complaints.  We  learn  that  pain  and 
suffering  and  disappointment  are  a  part  of  God's  providence,  and 
that  no  contract  was  ever  yet  made  with  man  by  which  virtue  should 
secure  to  him  temporal  happiness.  .  .  . 

For  the  knowledge  that  comes  from  books,  I  would  claim  no  more 
than  it  is  fairly  entitled  to.  I  am  well  aware  that  there  is  no  inevit- 
able connection  between  intellectual  culture  on  the  one  hand, 
and  individual  virtue  or  social  well-being,  on  the  other.  "The  tree 
of  knowledge  is  not  the  tree  of  life."  I  admit  that  genius  and  learn- 
ing are  sometimes  found  in  combination  with  gross  vices,  and  not 
unfrequently  with  contemptible  weaknesses;  and  that  a  community 
at  once  cultivated  and  corrupt  is  no  impossible  monster.  But  it  is  no 
overstatement  to  say,  that,  other  things  being  equal,  the  man  who 
has  the  greatest  amount  of  intellectual  resources  is  in  the  least  danger 
from  inferior  temptations,— if  for  no  other  reason,  because  he  has 
fewer  idle  moments.  The  ruin  of  most  men  dates  from  some  vacant 
hour.  Occupation  is  the  armor  of  the  soul;  and  the  train  of  Idleness 
is  borne  up  by  all  the  vices.  I  remember  a  satirical  poem,  in  which 
the  Devil  is  represented  as  fishing  for  men,  and  adapting  his  bait  to 
the  tastes  and  temperaments  9f  his  prey  :  but  the  idler,  he  said, 
pleased  him  most,  because  he  bit  the  naked  hook. 

To  a  young  man  away  from  home,  friendless  and  forlorn  in  a  great 
city,  the  hours  of  peril  are  those  between  sunset  and  bedtime;  for  the 
moon  and  stars  see  more  of  evil  in  a  single  hour  than  the  sun  in  his 
whole  day's  circuit.  The  poet's  visions  of  evening  are  all  compact 
of  tender  and  soothing  images.  It  -brings  the  wanderer  to  his  home, 
the  child  to  his  mother's  arms,  the  ox  to  his  stall,  and  the  weary  la- 
borer to  his  rest.  But  to  the  gentle-hearted  youth  who  is  thrown  upon 
the  rocks  of  a  pitiless  city,  and  stands  "homeless  amid  a  thousand 
homes,"  the  approach  of  evening  brings  with  it  an  aching  sense  of 
loneliness  and  desolation,  which  comes  down  upon  the  spirit  like 
darkness  upon  the  earth.  In  this  mood,  his  best  impulses  become  a 
snare  to  him;  and  he  is  led  astray  because  he  is  social,  affectionate, 
sympathetic,  and  warm-hearted.  If  there  be  a  young  man  thus  Cir- 
cumstanced, let  me  say  to  him,  that  books  are  the  friends  of  the  friend- 
less, and  that  a  library  is  the  home  of  the  homeless.  A  taste  for  read- 
ing will  always  carry  you  into  the  best  possible  company,  and  enable 
you  to  converse  with  men  who  will  instruct  you  by  their  wisdom, 
and  charm  you  by  their  wit;  who  will  soothe  you  when  fretted, 
refresh  you  when  weary,  counsel  you  when  perplexed,  and  sympa- 
thize with  you  at  all  times. 

GEORGE  S.  HILLAED, 


276  MISCELLANEOUS  PRACTICE 


r 


_!!!A.-Trrr\....V! 


MISCELLANEOUS  PEACTICE  277 


THE  PEN  AND  THE  PRESS 

Young  Genius  walked  out  by  the  mountains  and  streams, 

Entranced  by  the  power  of  his  own  pleasant  dreams, 
Till  the  silent,   the  wayward,   the  wandering  thing 

Found  a  plume  that  had  fallen  from  a  passing  bird's  wing; 
Exulting  and  proud,  like  a  boy  at  his  play, 

He  bore  the  new  prize  to  his  dwelling  away; 
He  gazed  for  a  while  on  its  beauties,  and  then 

He  cut  it,  and  shaped  it,  and  called  it  a  Pen. 

But  its  magical  use  he  discovered  not  yet, 

Till  he  dipped  its  bright  lips  in  a  fountain  of  jet; 
And,  Oh!    what  a  glorious  thing  it  became! 

For  it  spoke  to  the  world  in  a  language  of  flame ; 
While   its  master  wrote  on,   like  a  being  inspired, 

Till  the  hearts  of  the  millions  were  melted  or  fired; 
It  came  as  a  boon  and  a  blessing  to  men, — 

The  peaceful,   the  pure,   the  victorious  Pen. 

Young  Genius  went  forth  on  his  rambles  once  more, 

The  vast,  sunless  caverns  of  earth  to  explore ; 
He  searched  the  rude  rock,   and  with  rapture  he  found 

A  substance  unknown,  which  he  brought  from  the  ground; 
He  fused  it  with  fire,   and  rejoiced  at  the  change, 

As  he  moulded  the  ore   into   characters   strange, 
Till  his  thoughts  and  his  efforts  were  crowned  with  success, 

For  an  engine  uprose,  and  he  called  it  the  Press. 

The   Pen   and   the   Press,   blest   alliance!     combined 

To  soften  the  heart,   and  enlighten  the  mind: 
For  that  to  the  treasures  of  knowledge  gave  birth, 

And  this  sent  them  forth  to  the  ends  of  the  earth: 
Their  battles  for  truth  were  triumphant  indeed, 

And  the  rod  of  the  tyrant  was  snapped  like  a  reed; 
They  were  made  to  exalt  us,  to  teach  us,  to  bless, 

Those   invincible   brothers,  —  the   Pen   and   the   Press. 

JOHN   CRITCHLEY  PRINCE. 


278  GENERAL  NOTES 

In  preparing  matter  for  the  preceding  pages,  the  dominant 
thought  has  been  conciseness,  presenting  only  that  which  is 
most  essential  for  the  student,  and  directing  him  to  journals 
and  works  of  reference  for  much  additional  valuable  informa- 
tion. These  pages  might  have  been  considerably  extended 
by  remarks  and  notes  upon  various  points  ;  but  it  seemed  that 
such  would  only  tend  to  divert  the  student  from  the  object 
in  view, —  original  thinking  and  practice.  Little  would  be 
gained  by  a  statement  of  personal  preferences  regarding 
various  principles:  the  requirements  of  shorthand  are  varied; 
the  uses  therefore  should  be  according  to  the  requirements. 
Each  writer  should  always  hold  himself  ready  quickly  to 
accept  suggestions  that  will  be  advantageous  to  him,  from 
whatever  source  they  may  come. 

The  selection  of  the  outlines  for  the  latter  portion  of  this 
treatise  can  not  be  said  to  be  unalterable;  indeed,  it  would  be 
difficult  for  such  notes  to  be  prepared;  for  special  uses  make 
necessary  special  outlines.  A  work  of  this  character  can  of 
course  treat  the  matter  only  in  a  rather  general  way. 


A  final  Avord  regarding  the  plates  used  for  this  work. 
Although  much  time  has  been  spent  in  finishing  them  as 
nearly  perfect  as  possible,  yet,  from  the  nature  of  the  work, 
It  is  evident  that  unobserved  errors  may  easily  occur,  even 
after  the  printing  is  begun.  We  all  have  to  do  with  mutable 
things. 

The  student  will  also  find  that,  notwithstanding  his  best 
efforts,  mistakes  will  sometimes  occur  in  his  work.  For 
instance,  he  will  write  a  wrong  outline,  or  assign  a  form  to  a 
wrong  position.  An  unvarying  way  of  correcting  such  errors 
will  tend  to  save  time.  For  this  purpose  an  outline  may  be 
eliminated  by  writing  two  short  strokes  through  it;  and  like- 
wise the  proper  position  of  the  line  of  writing  may,  to  save 
rewriting  a  form,  be  indicated  by  a  light  stroke  of  the  pen. 
This  manner  of  correcting  mistakes  while  taking  notes  is 
rapid,  neat,  and  offers  a  ready  distinction,  enabling  one 
easily  to  avoid  errors  in  making  transcript. 


PART   IV 


GENERAL  REMARKS. 

This  Part  contains  complete  lists  of  word-signs  and  con- 
tractions, as  well  as  an  illustrative  list  of  frequent  phrases, 
in  a  form  considered  most  convenient  for  reference  by  the 
student  and  the  stenographer. 

Contractions  Include  All  Abbreviations  of  Standard 
Phonography.— In  selecting  matter  for  the  accompanying  list 
of  contractions,  an  important  question  was,  What  should  be 
included  ?  Since  the  list  is  intended  for  reference  by  persons 
preparing  for  various  lines  of  work,  it  was  deemed  advisable 
to  incorporate  the  entire  number  of  contractions  of  the 
Graham  system,  as  well  as  a  number  of  special  contractions 
of  some  frequently  occurring  words.  Thus  there  are  pre- 
sented, in  the  list  of  word-signs  and  in  this  list  of  contrac- 
tions, all  the  abbreviated  outlines  of  Standard  Phonography. 
All  words  not  included  in  these  lists  are  written  in  full,  unless 
frequency  of  use  makes  necessary  the  formation  of  special 
abbreviations,  illustrations  as  to  the  formation  of  which  are 
shown  through  the  various  lists. 

Position  of  Word-Signs  and  Contractions.  —  To  the 
novice,  the  position  of  word-signs  and  contractions  seems  a 
difficult  thing.  It  may  appear  to  him  that  before  writing 
any  stroke,  he  must  first  determine  its  position.  But  this 
hesitation  will  be  for  only  a  short  time,  comparatively;  for  by 
reference  to  the  list  of  contractions,  it  will  be  seen  that  nearly 
every  contraction  is  written  in  the  second  position.  As  is 
evident,  this  position  is  more  favorable  for  speed  than  any 
other.  After  a  brief -practice,  the  stenographer  will  find  that 
most  of  the  word-signs  are  written  in  the  second  position, 
that  the  majority  of  the  contractions  are  thus  written,  and 
that  nearly  all  the  remainder  of  the  words  having  outlines 
written  in  full  may  also  be  placed  in  the  second  position.  In 
order,  however,  to  secure  legibility,  the  word-signs  and  con- 
tractions assigned  to  the  other  positions,  as  indicated  in  the 
lists,  should  be  written  as  designated. 

Position  of  Distinct  Outlines. —  There  are  only  three 
general  classes  of  outlines, —  word-signs,  consisting  of  one 
stroke;  contractions,  consisting  of  two  or  more  strokes,  and 
outlines  having  complete  consonant  representation.  Lists 
showing  position  of  the  two  classes  first  named  have  just  been 
shown.  The  position  which  should  be  assigned  to  outlines 

280 


GENERAL    REMARKS  281 

having  forms  written  in  full  must,  of  course,  be  determined 
by  each  writer.  Of  course  the  accented  vowel  of  the  word 
governs  the  position  of  the  outline  ;  yet  it  will  generally  be 
the  case  that  after  a  few  years'  use,  nearly  all  words  having 
distinct  outlines  will  be  written  in  the  second  position. 

Derivative  Contractions.—  Reiated  to  this,  is  the  question 
regarding  the  use  of  the  derivative  contractions  presented  in 
the  preceding  list.  Many  reporters,  in  writing  such  words, 
will  write  the  particular  ending  required;  as,  assembly, 
Es-Em;  assemblage,  Es-Em-Jay;  acceptation,  Spet;  accept- 
ance, Spet :  Ens;  hesitation,  Zet;  hesitancy,  Zet-En-Es.  This 
course  is  to  be  commended  for  beginners,  especially  where  the 
same  sign  is  suggested  for  words  of  the  same  parts  of  speech. 

The  use  of  these  contractions  must  rest  solely  with  each 
person.  The  student  is  advised  not  to  attempt  to  memorize 
the  forms  given  in  the  list  of  contractions,  but  to  refer  to  the 
list  for  words  that  occur  in  his  own  line  of  work.  Thus  he 
will  obtain  practical  benefit,  and  will  employ  the  best  expedi- 
ents possible  for  his  special  need. 

Continued  Advancement  Essential.—  It  is  understood,  of 
course,  that  a  beginner  is  not  an  accomplished  stenographer, 
and  business  men  are  willing  to  make  due  allowance  for  one 
who  is  beginning  his  work.  But  do  not  always  be  beginning. 
More  persons  fail  on  this  particular  point  than  on  any  other. 
This  is  the  crucial  test.  Stenographers  generally  do  not  fail 
in  their  study  of  the  lessons;  they  can  write  the  exercises 
perfectly,  and  seem  to  practice  sufficiently;  but  after  taking 
up  practical  work,  they  do  not  make  satisfactory  advance- 
ment, and  hence  after  a  brief  trial,  they  are  excused,  and 
their  position  is  filled  by  one  more  competent.  • 

Examination  of  Notes,  and  Comparison  with  Lists. — 
The  most  helpful  suggestion  it  seems  possible  to  give  on  this 
point,  is  that  after  beginning  work,  you  should  see  that  you 
are  writing  the  briefest  and  most  consistent  forms  for  your 
particular  work.  Abbreviations  not  occurring  in  your  writing 
you  can  safely  let  alone  for  the  present;  they  do  not  concern 
you  just  now.  But  for  months,  at  the  close  of  each  day's 
work,  examine  your  notes  carefully  and  critically,  comparing 
them  with  the  outlines  suggested  in  the  lists  of  word-signs, 
contractions,  and  phrase-lists,  fixing  in  mind  by  sufficient 
practice,  the  best  forms  for  your  particular  work. 


282  GENERAL   REMARKS 

Special  Contractions. —  In  addition  to  this,  make  your 
own  special  contractions,  rarely  writing  a  frequent  word 
with  more  than  two  strokes.  If  you  follow  this  plan,  rapid 
advancement  will  be  made,  and  only  a  short  time  will  suffice 
to  make  it  apparent  that  you  are  improving,  and  have  in  you 
the  elements  that  make  for  success. 

Reason  for  High  Abbreviation. —  The  question  may  arise, 
Why  is  there  presented  in  this  treatise  such  high  abbreviation, 
when  many  reporters  decry  against  it,  claiming  that  some  of 
the  principles  of  high  abbreviation  are  impracticable  ?  The 
reason  for  the  presentation  of  all  the  abbreviated  outlines 
herein,  as  has  been  remarked  before,  is  that  the  student  may 
have  opportunity  to  select  and  use  such  as  will  be  most 
beneficial  to  him  in  his  work.  A  consistent  selection  of 
principles  for  general  use  is  illustrated  in  the  engraved  out- 
lines following,  leading  to  brief  yet  legible  writing.  It  is 
absolutely  impossible  for  one  to  determine  beforehand,  and 
present,  only  such  principles  as  will  be  most  helpful  to  another. 
It  is  essential  that  each  writer  shall  apply  principles  for  him- 
self,—  do  a  little  inventing  on  his  own  account, —  but  in 
furnishing  matter  for  all,  there  must  of  necessity  be  a  briefer 
presentation  than  would  perhaps  be  used  by  each  until  after 
considerable  practice.  The  exercises  and  lists  will  probably 
indicate  about  five  or  ten  per  cent,  briefer  outlines  than  would 
be  adopted  at  first. 

Brief  Outlines  for  Frequent  Words.—  Moreover,  there  is  a 
very  great  difference  in  the  kind  of  matter  abbreviated. 
Little  benefit  results  from  trying  to  memorize  abbreviated 
forms  for  infrequent  words;  such  as,  reprehensibility,  neo- 
logically,  etc.  Vastly  greater  benefit  comes  from  using  very 
brief  forms  for  such  frequent  expressions  as  has  been,  they 
do  not,  it  will  not.  One  of  the  strongest  features  of  this 
treatise  will  be  found  to  be  the  presentation  of  exceedingly 
brief  outlines  for  expressions  occurring  frequently;  the  more 
frequent  the  word,  the  greater  the  necessity  for  abbreviation. 
Some  brief  outlines  for  less  frequent  words  are  shown  in  the 
list  of  contractions,  largely  for  reference  in  case  such  may  be 
used  in  more  advanced  work. 

How  to  Prepare  for  Reporting  Work.—  To  prepare  to  do 
rapid  verbatim  work,  it  is  essential  that  a  stenographer  taking 
dictation  for  business  correspondence,  for  instance,  employ 


GENERAL   REMARKS  283 

the  same  brief  signs  in  his  work  that  he  must  necessarily  use 
in  rapid  reporting.  It  is  improbable  that  one  will  use,  in 
rapid  work,  briefer  signs  than  those  to  which  he  is  accus- 
tomed. In  fact,  in  rapid  writing  it  is  generally  the  case  that 
one  does  not  employ  as  brief  outlines  as  he  does  at  a  lower 
rate  of  speed.  However,  a  person  should  have,  as  nearly  as 
possible,  but  one  style  of  writing  for  all  work,  and,  if  speed  is 
desired,  that  style  should  be  the  briefest  consistent  with 
legibility.  On  the  one  hand,  speed  demands  brevity;  while 
on  the  other,  legibility  requires  accuracy  on  the  part  of  the 
stenographer.  Fortunate  indeed  is  he  who  can  always  sail 
his  stenographic  craft  amid  the  billowy  waves  of  a  seemingly 
boundless  sea  of  oratory,  so  as  to  avoid  both  Scylla  and 
Charybdis, —  to  attain  the  requisite  speed,  and  yet  maintain 
the  desired  legibility. 

Speed  Versus  Legibility. —  The  following  suggestion  may 
prove  helpful  to  the  beginner.  After  completing  your  study 
of  the  principles,  and  perhaps  taking  up  practical  work  to 
some  extent,  there  will  of  course  be  offered  opportunity  to  do 
work  at  a  speed  that  you  have  not  yet  attained.  When  such 
a  condition  is  met,  it  does  not  present  the  most  favorable 
opportunity  for  study  of  shorthand  principles,  and  perhaps 
not  even  the  application  of  them.  If  the  rate  of  speed  be 
high,  and  you  wish  to  take  the  matter  accurately  (which  of 
course  you  do),  let  your  absorbing  thought,  your  concentrated 
effort,  be  wholly  in  the  way  of  pushing  the  pen  as  rapidly  as 
possible,  selecting  the  first  form  that  comes  to  your  mind. 
You  will  get  more  out  of  the  exercise  by  studying  shorthand 
principles  after  you  get  through  —  more  words  and  more 
helpful  suggestions;  for  you  will  find  that  almost  any  kind  of 
mark  in  your  note-book,  even  after  u  .s  "cold,"  can  be  read 
better  than  a  line  left  blank  while  you  are  thinking  of  the' 
correct  form.  Now  this  is  not  to  even  suggest  that  you 
should  not  attempt  to  follow  correct  forms;  but  your  first  and 
perhaps  more  extended  study  of  those  forms  should  not  be  at 
a  time  when  important  aiatter  is  being  delivered  at  a  high 
rate  of  speed.  The  most  necessary  thing  to  be  done  at  such  a 
time  is  to  keep  up  with  the  speaker;  and  you  will  find,  too, 
that  almos  any  kind  of  notes  can  be  read,  if  nothing  is 
emitted. 


284  GENERAL   REMARKS 

Rapid  Writing  Necessitates  Brief  Outlines.—  Through- 
out the  various  lists  and  exercises  only  the  briefest  and  what 
is  considered  the  most  consistent  way  of  writing  is  illustrated. 
The  objection  may  be  raised  that  the  outlines  are  too  brief; 
that  longer  forms  are  preferred.  The  only  object  of  shorthand 
is  to  report  speech  accurately;  if  this  can  be  done  by  using 
longer  forms,  and  with  less  strain  of  both  mind  and  hand, 
very  well.  Each  person  is,  of  course,  at  liberty  to  employ 
only  such  abbreviating  principles  as  seem  to  him  to  meet  his  re- 
quirements. However,  one  will  not  be  engaged  in  reporting 
work  more  than  a  few  years  until  he  will  begin  to  realize  the 
fact  that  verbatim  work,  even  with  the  very  briefest  signs, 
requires  a  rapid  movement  of  the  hand,  and  that  there  results 
a  much  less  strain,  with  greater  possibility  and  accuracy,  by 
using  brief  outlines. 

It  has  been  facetiously  remarked  by  one  writer  that  he 
heard  of  a  stenographer  who,  when  the  rapidity  of  utterance 
became  very  great,  and  he  fell  behind  by  using  shorthand, 
would  change  to  longhand  in  order  to  "catch  up."  If  the 
briefer  signs  of  shorthand  are  not  thoroughly  learned,  so  that 
more  rapid  work  can  be  done  with  the  longer  forms,  or  with 
"longhand,"  if  you  choose,  it  is  undoubtedly  the  case  that 
such  writing^is  not  at  a  very  practical  speed.  High,  accurate, 
practical  speed  will  inevitably  result  when  the  briefer  signs 
are  thoroughly  learned. 

Quick  Relief  from  Fatigue. —  When  the  hands  and  wrist 
are  thoroughly  tired  out  by  hours  of  writing,  either  in  short- 
hand or  typewriting,  quick  relief  is  secured  by  bathing  them 
in  very  cold  water,  preferably  ice  water.  The  application  of 
cold  acts  as  a  tonic,  and  the  tired  feeling  of  muscles  and 
nerves  is  quickly  relieved.  This  is  also  an  excellent  method 
of  treating  writer's  cramp,  alternating  hot  and  cold. 

Preservation  of  Notes. —  After  beginning  practical  work, 
it  is  well  for  the  stenographer  to  preserve  his  notes.  For  this 
purpose  use  only  bound  note-books.  With  a  small  ink-pad  and 
dater,  the  time  of  transcribing  can  be  indicated  at  the  bottom 
of  each  page,  and  this  will  also  afford  an  index  for  what  has 
been  written,  since  the  date  placed  on  the  bottom  of  the  page 
of  notes  will  correspond  with  the  date  on  the  letter,  as  shown 
by  the  copying-book  or  stamped  on  the  letter  itself.  It  is 
generally  from  these  two  sources  alone  that  any  tracing  is 


GENERAL   REMARKS  285 

begun,  and  this  method  affords  a  ready  means  of  quickly 
finding  anything  that  has  been  written. 

Method  of  Handling  Correspondence. —  In  handling  a 
large  correspondence,  there  is  need  of  absolute  accuracy  in 
making  enclosures,  both  of  letters  and  other  matter.  Because 
of  the  necessary  haste  in  making  ready  and  mailing,  one  who 
has  no  method  in  doing  such  work  is  liable  to  be  brought  into 
serious  embarassment,  besides  causing  great  annoyance, 
delay,  and  loss  by  the  exchange  of  enclosures  of  letters. 

The  following  suggestions  offer  one  simple,  but  absolutely 
certain,  way  of  doing  such  work.  In  receiving  dictation  and 
enclosures,  place  the  papers  to  be  enclosed,  face  down.  If 
there  are  many,  the  name  of  the  person  to  whom  it  is  to  be 
sent  may  be  written  on  each,  in  shorthand.  At  the  conclu- 
sion of  the  dictation,  the  first  thing  should  be  to  address  the 
envelopes,  laying  them  face  down.  Ease  of  reference,  as  well 
as  despatch  in  addressing  envelopes,  will  be  facilitated  by 
beginning  the  writing  of  shorthand  notes  of  names  and 
addresses,  or  titles  of  articles  —  any  heading  or  name  of 
speaker  —  outside  of  marginal  line  on  left  edge  of  note-book, 
as  shown  by  facsimile  pages  following.  After  the  envelopes 
are  addressed,  place  the  enclosures  in  them  in  their  order. 
The  letters  may  then  be  written,  laying  each  sheet  face  down. 
When  signed,  the  letters  should  be  turned  face  down,  and 
when  copied,  they  will  be  in  the  same  order  as  the  envelopes, 
in  which  they  can  be  quickly  placed  for  mailing.  Unneces- 
sary delay  is  occasioned  in  making  ready  for  the  mail  a  large 
number  of  letters  when  the  envelopes  are  in  promiscuous 
order.  Greater  accuracy  and  more  speed  will  always  'result 
from  doing  but  one  thing  at  a  time,  and  that  in  a  methodical 
manner.  The  number  of  copies  to  be  made  for  enclosures  to 
different  correspondents  may  be  indicated  by  placing  a  nu- 
meral in  connection  with  the  name  of  the  person  to  whom  the 
letter  is  dictated,  that  the  required  number  may  be  made  at 
one  writing. 

Shorthand  notes  of  quotations  may,  for  convenient  refer- 
ence, be  begun  about  one-half  inch  from  the  left  marginal  line. 

Transcribing  Letters. —  In  transcribing  letters,  it  is  custo- 
mary for  the  stenographer  to  place  the  initial  of  his  surname 
at  the  bottom  of  the  letter,  at  the  extreme  left.  A  distinction 
between  the  letters  for  which  he  receives  dictation  and  those 
composed  by  himself  (which  is  sometimes  done)  may  be  made 
by  his  placing  on  the  latter  the  initials  of  both  his  given  name 
and  his  surname. 


286  GENERAL   REMARKS 

Keep  up  with  the  Speaker. —  In  reporting  a  speaker  it  is 
best  not  to  attempt  to  write  too  far  behind,  with  the  idea  of 
taking  advantage  of  phrasing.  Phrases  can  not  be  studied 
and  first  made  at  the  time  of  the  speaking.  They  should  be 
learned  beforehand,  and  should  flow  from  the  pen  without 
studied  effort.  The  disadvantage  of  keeping  far  behind  the 
speaker  is  that  a  sudden  rapid  flight  or  burst  of  eloquence  will 
leave  the  stenographer  too  far  behind  for  accuracy.  About 
three  Or  four  words  behind  will  be  sufficient  for  phrasing, 
besides  being  less  taxing  than  trying  to  carry  twelve  or  fifteen 
words  and  the  signs  for  the  same.  Reporting  is  a  triple  opera- 
tion anyway, —  the  hearing  of  the  words,  thinking  of  the 
corresponding  signs,  and  the  writing  of  the  signs.  It  would 
therefore  seem  that  the  work  is  sufficiently  difficult  without 
making  it  still  more  so  by  keeping  far  behind  the  speaker,  in 
order  to  think  out  same  nice  phrases.  Better  keep  close  up 
with  the  delivery,  and  let  the  phrases  flow  naturally,  extem- 
poraneously, the  parts  being  such  as  have  been  written  many 
times. 

Brevity  of  Outlines. —  A  statement  regarding  choice  and 
brevity  of  outlines  as  herein  presented,  should  be  made,  that 
the  question  may  be  settled  once  and  for  all  as  relates  to  this 
work.  Some  seem  to  think  that  all  the  brief  signs  presented 
must  be  employed  by  all  persons  in  all  cases;  and  because 
some  do  not  seem  able  to  do  this,  they  consider  the  principles 
at  fault.  It  would  seem  that  a  consistent  view  to  take  of  this 
matter  is,  that  if  you  are  unable  to  use  all  the  briefer  signs  of 
shorthand,  you  should  have  the  fullest  liberty  of  resorting  to 
longer  forms,  or  even  to  longhand,  if  you  desire,  and  that  is 
the  best  you  can  do  —  using  shorthand  to  write  longhand  a 
little  faster;  but  while  you  have  that  liberty,  another  writer, 
whose  capacity  for  remembering  and  ability  for  quick  move- 
ments, as  well  as  training  and  requirements,  are  different, 
should  have  the  same  liberty  to  employ  the  very  briefest  pos- 
sible signs  where  his  work  demands  the  use  of  such  signs. 
The  endeavor  therefore  has  been  to  set  forth  that  which 
would  be  suitable  for  different  classes  of  work,  and  various 
kinds  of  writers;  and 'every  one  should,  after  due  investiga- 
tion, have  the  fullest  freedom  in  the  selection  of  such  outlines 
as  seem  best  adapted  to  his  work  and  his  manner  of  working. 
The  way  for  one  to  have  a  text-book  presenting  only  what  he 


GENERAL  REMAKES  287 

considers  best  adapted  to  his  own  needs,  is  to  prepare  such  a 
book,  and  he  may  then  be  further  from  realizing  his  desire 
than  he  was  before.  But  in  the  matter  of  brevity  of  outline 
it  may  be  truly  stated  that  until  a  writer  experiences  the 
pressure  which  comes  from  being  under  an  avalanche  of 
words,  a  cloud-burst  of  phrases,  a  Niagara  of  sentences,  which 
frequently  occurs  in  reporting  work,  he  may  be  inclined  to 
question  the  propriety  of  brief  outlines;  after  such  an  experi- 
ence —  never. 

Fallibility  of  Notes. —  A  common  error  on  the  part  of 
many  beginners  is  to  believe  that  their  notes  are  infallible, 
that  they  can  never  be  mistaken  in  them;  and  hence  in 
making  a  transcript,  those  crooked  marks  must  be  followed, 
whether  they  make  sense  or  nonsense.  No  business  man 
wishes  his  correspondence  to  appear  ungrammatical ;  no 
speaker  desires  his  language  "murdered."  If  the  stenog- 
rapher will  use  discretion  in  departing  from  his  notes  at 
proper  times,  his  course  will  be  appreciated  by  every  one. 
There  are  exceedingly  few  who  speak  or  write  with  such 
exactness  as  to  make  revision  unnecessary  ;  the  majority  will 
appreciate  any  proper  corrections  that  may  be  made  in  their 
diction.  One  should,  of  course,  exercise  tact  in  doing  this 
work,  and  have  a  discriminative  understanding  of  the  matter 
involved.  The  reference  works  suggested  below  will  be  found 
helpful,  and  the  stenographer  wishing  to  advance  steadily 
along  the  most  practical  lines  will  avail  himself  of  every 
opportunity  for  improvement.  Business  men  everywhere  are 
anxiously  searching  for  stenographers  who  put  brains  into 
their  work,  and  it  is  to  these  that  promotions  come  most 
rapidly. 

BOOKS  OF  REFERENCE. 

Standard  Phonography:  The  series  of  publications  issued 
by  A.  J.  Graham  &  Company,  especially  the  "  Hand-Book 
of  Standard  Phonography,"  the  Second  Reader,  the  Dic- 
tionary, and  the  Reporter's  List. 

Punctuation:  John  Wilson's  "Treatise  on  Punctuation;" 
"Why  We  Punctuate,"  by  the  Lancet  Publishing  Co., 
Minneapolis,  Minn.;  Professor  G.  H.  Bell's  "Guide  to 
Correct  Language"  and  his  .series  of  language  works, 
published  by  the  Review  and  Herald  Publishing  Co., 
Battle  Creek,  Mich.;  "Punctuation,"  by  P.  Horace 
Teall,  published  by  D.  Appleton  &  Co.,  New. York. 


288  GENERAL  EEMAEKS 

Language:  "The  Verbalist,"  and  "The  Orthoepist,"  by 
Alfred  Ayres,  published  by  D.  Appleton  &  Co. 

Spelling:  Acquire  the  dictionary  habit  until  there  is  obtained 
a  thorough  familiarity  with  the  spelling,  pronunciation, 
definition,  and  use  of  words.  Spelling-books  are  also 
helpful.  Among  the  many  good  spellers  that  might  be 
named,  the  "Modern-Method  Commercial  Speller,"  by 
A.  S.  Heaney,  of  Providence,  R.  I.,  is  worthy  of  special 
mention.  It  contains  some  very  helpful  rules. 

Dictation:  "The  Universal  Dictation  Course,"  Graham  edi- 
tion, by  W,  L.  Musick,  St.  Louis,  Mo.;  "The  Science 
and  Art  of  Phrase-Making,"  by  David  Wolfe  Brown;  for 
sale  by  the  Shorthand  Publication  Bureau,  Washington, 
I).  C. 

Journals:  The  Student' s  Journal,  1135  Broadway,  New  York, 
N.  Y.  ,•  The  Typewriter  and  Phonographic  World,  335 
Broadway.  New  York,  N.  Y. 

Shorthand  Numerals:  "Smith's  Shorthand  Numerals,  or 
Quick  Way  of  Writing  Figures,"  by  Ruel  Smith,  Bangor, 
Me.  

In  studying  the  list  of  word-signs,  pages  289-300,  it 
will  be  observed  that  the  outlines  of  all  word-signs  having 
the  prefixes  con  or  com  are  written  in  the  first  position, 

except  for  the  following  eleven  frequent  primitive  words  and 
their  derivatives,  which  are  written  in  the  second  position : 
Comprehend-ed-sion-sive-ible-ility  ;  complexion  ;  contract-ed- 
tion-tive;  construct-ed-tion-tive-ness;  control-led;  constitution- 
al-ly-tive;  consider-able-ness-ation;  condition-al;  concern-ed- 
ing;  consumption;  commence-s-d-ment-s;  and  the  following, 
which  are  placed  in  the  third  position:  conclusive-ness;  con- 
clude-d-sion;  consume-d. 

Other  laws  of  implication  will  also  be  noticed;  as,  for 
instance,  the  assignment  of  the  third  position  for  nearly  all 
outlines  of  phrases  containing  were,  had,  or  would  occurring 
finally  or  medially;  while  all  outlines  for  phrases  containing 
ought  occurring  finally  or  medially  are  assigned  the  first 
position.  It  will  also  be  observed  that  all  phrases  beginning 
with  I  and  we  are  written  in  the  first  position,  while  those 
beginning  with  he  and  were  are  written  in  the  second  position. 

In  both  the  word-signs  and  the  contractions  (pages  303-323), 
there  may  also  be  observed  the  omission  of  the  prefix  ex  in 
many.words,  especially  those  of  frequent  use;  and  the  frequent 
omission  of  Kay  before  the  Shon-  and  Eshon-hooks. 


WORD-SIGNS 


289 


WORD-SIGNS. 

There  is  shown  below,  in  phonographic-alphabetical  order, 
as  well  as  order  of  presentation  of  modifications,  the  entire 
list  of  word-signs  of  the  Graham  system,  less  than  2,000  in 
number.  In  connection  with  preceding  lessons  thery  have 
been  given  the  word-signs  coming  under  each  principle  con- 
sidered, so  that  this  list  will  be  only  a  duplication,  arranged 
for  convenient  reference;  and  to  be  of  greater  assistance  in 
this  respect,  there  are  given  both  the  shorthand  signs  and  the 
sign-names.  Thus  the  student  is  enabled  to  compare  the 
signs  with  the  sign-names,  and  can  be  certain  that  the  sign- 
names  are  understood.  A  proper  knowledge  of  these  will  be  a 
key  in  readily  understanding  the  names  used  in  the  list  of 
contractions  which  follows  this  list :  — 


p 

Pee       \    Sup          [party.happy 
3  hope,  patent-ed, 

-     1  expressed,  spiritual- 
Sperst  ^  2  surprised        [ized-ist 
3  suppressed 

Pees      \,  1  possible-  y-ility 

/-\    ]  preliminary 
Prel     '  \  2  parallel-ed 

2  posterior 

3parliment-ary 

Pees*,     \j  3  happiest 

Sperl    6\  2  superlative-ness 

o    1  speak,  superior-ity 

Spee       \  2  expect-ed-ation 

Pen       \    2  upon,  puuish-ed- 

3special-ty-ity 

[ment 

O   1  suspicion-clous 
Ses-       \  2suspect-ed 

Pens      \    2  punishes-ments 
o  3  happiness 

Pee            3  exasperate-  d-ation 

1  spoken 

Steh-     <s 

Spen      \  2  expensive-ness 

Peest     \  2  step  by  step 

^  3  expansion-sive 

r    1  comply 

Spens    ^  2  expense 

Pel        \  2  people-d 

6  3  expanse-ible 

3  apply 
Spel      ^    2  supply 

Ses-       \  2  suspension-sive 
Pen         b 

Spels    <?    1  explicit-ness 

1  compliance 

•  2  supplies 

Plens     \  2  complains 

Spier    C°   2  explore-d-ation 

*  3  appliance 

\ 
1  appear,  proper,  pro- 
Per       \  2  principle-al     [priety 
3  practice,.  practicai-ly 

1  appears                  [ent 

Splen    *?  2  explain,  explanatory, 
->                    [explanation 
1  pernicious-ly-ness 
Pren      A  2  comprehension-sive 
3  apprehension-sive 

Pers     \.  2  principles-als,  pres'- 
3  practices 

,,   1  appearance         [ility 
Prens      )>  2  comprehensible- 

Perst    \  3  practiced 

3  apprehensibie-ility 

Sper     <\     1  spirltual-ity 
\   2  supreme-acy 

Spren   t\  3  supernatural-ness 

,.     1  express-ive,      spirit- 
gpers    \j  2  surprise            [ualize 

Sprens  \  2  experience 
In-        cj    2  inexperience,  in  (the) 
Surens    6                      [experience 

19 


290                                     WORD-SIGNS 

Pef       \    1  poverty 
^  3  hopeful-ly-ness, 

Prend  <v    2  comprehend-ed 
•J  3  apprehend-ed 

[hope-d  to  have 
,     1  perfect 
Pref      \>  2  professor,  prove, 

Splent  ^  2  explained,  splendor 
d   3  supplaut-ed 

3  approve-al        [proof 

rfprent  \  3  superintend-ed-ent- 

Spee-     \J  2  exception-al 

*                                 [ence 
3 

shon 
1  completion 
Pel-      \\2complexion 
shon           3  application 

v    Iby 
Bee        \  2  be,  object-ed 
3  to  be,  book 

Spel-     \J  2  supplication 

Bees     N>  1  business 

shon 

Sbee     ^.    1  subordinate-d-ion 

1  perfection 

N  2  subject 

Per-     *\j  2  operation 
shon           3  oppression 

Yuh-  r"\-2  you  be 
Bee          \ 

Sper-    (\    1  expression 
shon       M  2  separation 

Bel       C    1  belong-ed,  by  all 
N  2  able-y,  believe-d 
rt\ 

3  suppression 

Sbel      \  Isublime-ity 

\     1  opposition 
Pees-     fJ  2  position 
eshon     ~  3  possession 

-     1  liberty,  by  our 
Ber        \  2  member,    remember 
•   3  number-ed,   brother- 
[hood 

Spers-  \  1  spiritualization 

v    1  combine-ation 

eshon 

Ben       \  2  been 

3  to  have  been 

Pee-      \    2  upon  thr,  up  thr 
dhev       \  3  hope-d  thr,  patent-ed 

Brens     J  2  remembrance 

[thr 

Bef        \j  2  before 

Pet         \  3  put,  hoped 

Blef      <t     Iby  all  of 

Spet       o    2  except-ed 

^  2  belief,  able  to  have 

*    3  accept-ed-ation-ance 

Bee-      \)  2  objection 

Speh-     <J   3  stupid-ity-ness 
Pet 
Plet       c>    1  complete-ness,    com- 

shon 
Sbee-    \N  1  exhibition 
shon       ^  2  subjection 

"    3  applied               [plied 

Bel-    ^\  2  obligation 

[ed 

sbxm     ^^ 

1  particularly,  appear- 

Beetiv  ^  2  objective 

Pret       'X  2  opportunity,  pretty 
3  part 

Sbeetiv  \  2  subjective-ness 

Spret     a    1  spirit 
^  2  separate,  expert 
[prophet 

\1  by  their,  by  other 
2  be  their 
uuc»            3  to  be  thr 

1  profit-ed-'able, 
Preft     %  2  proved,  provident-  ce 
3  approved 

Bel-       \   1  by  all  thr 
dher        \  2  believe-d  thr 

Pent      v    1  upon  what 

1  body,  by  it,  by  what 
Bet        \    2  be  it,  be  had,  beauty- 

*   2  upon  it 
[spontaneity 

3  about                   liiul 

1  spontaneous-ness, 

Sbet       ^   lexhibit-ed 

Spent    S    2  expenditure 
3  expand 

[ability 
Bled      ^    1  build-ing,  built. 
2  behold,beheld,able  to 

Seeh-    ^  2  stupendous-ness 
Pend 
i  complaint 

Bred     'X    1  abroad 
2  remembered 

Plent     i  aplenty,   plentiful-ly- 
[ness,  plaintiff 

Beft      V   8  before  it 

3  applicant 

1  behind,  combined 

Bend     ^    2  be  not,'  abundant-ce 

WORD-SIGNS 


291 


T 

1  it  ought  to  have 

1  time 

Tef 

2  whatever 

Tee        |    2  it,  take 

w   3  it  would  have 

|    3  at,  out,  took 

Stef 

P    1  set  off 

Tees      /'    2  its,  It  is,  it  has 

{,    2  set  forth 

L    3  itself 

Telf 

P    2  twelve-f  th,  it  will 

Teest     1    3  at  first,  at  the  first 

have 

I 
Stee       p    1  citizen            [tory-ily 
T    3  satisfy-ied,  satisfac- 

Tref 

1  contrive-ance 
2  truthful-ly-ness 
l>    3  attractive 

Ses-       p>  1  consist 
Tee       p   2  exist,  system,  sys- 
[tematic-al-ly 

Stref 

t2  constructive-ness 
3  extra  vagant-ce-Iy 

Steh-    0   2  state 

In- 

T   2  instructive-ness 

Tee       { 

Stref 

u 

Tel        A    2  it  will,  till,  tell 

3  until,  at  all 

Tee- 
shon 

Ul  tuition 
2  it  shall- 

Tier     n   2  tolerate-d-ion 

11  internal 
2  truth,  contract'-ed 
3  true,  it  were,  attract- 

Stee- 
shon 

LI  situation 
2  station 
3  satisfaction 

[ed,  at  our 

a    1  external-ly-ity      [ed 
Ster        |    2  extreme,    construct- 

Steh- 
Tee- 

\j  2  constitution-al-ly 

1    3  extract-ed,  as  it  were 

SJQOJQ 

In-         °(   2  instruct-ed 
Ster        1 

Ter- 
shon 

\j  2  contraction 
3  attraction 

Ses-      Q    2  sister 
Ter         1 

Ster- 
shon 

^2  construction 
3  extraction 

Trel      C]    1  trial 
1    2  control-led 

In- 
Ster- 
shon 

^^instruction,    in   (the) 
[construction 

Jl  contain 

2  taken 
^  3  at  one,  attain 

Steh-      n 
Tee-     1  1     2  constitutive 
tiv        r 

Jl  contains 

ft 

3  attains,  at  once 

Ter-       '  1   2  contractive 
tiv        u 

n  1  constancy 
Sten        f   2  extension-sive 
J    3  circumstantial 

Ster-    ,  1    3  extractive 
tiv        u 

Stens      P   2  extensible 
d     3  circumstance 

Tees- 
eshon 

I    2  testification 
T>   3  taxation 

Ses-        p  1  consistency 
Ten        J     2  sustain 

Tee- 
dher 

2  to  thr 
3  out  of  thr,  at  thr 

Ses-        Q  1  consistence-cies 
Tens            2  existence 

Tel- 

f   2  till  thr.  tell  tbr     - 

0 

Tien       P    3  at  length 

dher 

3  at  all  thr,  until  thr 

J 

Tee- 

2  it  therefore 

2  tolerance 

dherf 

i 

"> 

Tren       T    2  eternal-ly,  eternity 
*     3  at  our  own 

2  it  will  therefore,  tell 
(or  till)  therefore  (or 
have) 

Stren     3    1  extrinsic-al 
J    2  strange 

Tee- 
dhern 

2  to  their  own,  take 
[their  own 

J    3  at  their  own,  out  of 

[their  own 

292 


WORD-SIGNS 


Stee-     [    2  as  to  their  own 
dhern  j 

1  doctor-ed 
Der        I     2  dear,  direct-ed 

'    3  during,  dark 

Tel-       f  2  till-  tell  their  own, 
tern                     [till  they  are  not 

Sder     1     2  consider-able-ness 

v     3  at  all  their  own,  until 

[they  are  not 

Ins-     <¥    2  inconsiderable-ness 

,    1  it  ought 

Der       1 

Tet        '    2  take  it 

3  at  it,  it  had,  it  would 

1  denominate-d-tion 

_.    1  as  it  ought 
Stet       r    2  stood 

Den       I    2  done 
°    3  down  [had  been] 

3  as  it  would,  as  it  bad 

Yuh-    r\  2  you  have  done 

Ses-      p  \  consisted 

Den 

Tet      1     2  existed 

Sdens    P  3  saddens,  sadness 

Steh-     P    1  constttute-d 

J 

Tet       '     2  stated 

Dlen      p  1  delinquent-cy 

1  till  it 

[quencies 

Telt      f    2  told,  tell  it 

Dlens     r  1  delinquents,  delin- 

3  until  it 

j   2  deliverance 

Telft    C    2  it  will  have  had 

Dren     0  1  doctrine-al 

J  3  darken-ed 

Tred    1    2  toward 

31  doctrines 

Teft      i    1  it  ought  to  have  had 
3  it  would  have  had 

2  directness 
3  darkens,  darkness 

Treft    1>   1  contrived 

.     1  divine-ity 
Def       1     2  differ-ed-ence 

1  it  ought  not,  contain- 
Tent     J    2  it  not,  tend-ency  [ed 

"    2  defense-ive 
3  advance-d 

3  attained,  it  had  not, 
it  would  not,  at  hand 

Sdef     £    2  said  to  have 

Stent     P  1  constant 

Ses-      P   2  is  said  to  have 

J    2  extent,  extend 

Def      t 

Ses-       D  1  consistent 
Tent     f  2  existent,  sustained 

I  contradiction 
Dee-     1     2  condition-al 
shon     U  3  addition-al 

Steh-    S   1  constituent 

1  derision 

Tent 

Der-     1    2  direction 

Tlent    •?  1  it  will  not 

shon      u  3  duration 

Tlernt  w    1  tolerant 

Sder-  °l  .  2  consideration 
shon      ^ 

Ter-       *b  2  transient 
shont 

Dees-    1    2  decision 
eshon 

D. 

Dee-     \     2  do  thr,  done  thr 

(1  dollar,  contradict-ed 

dher      \    3  down  thr 

2  do,  defendant 

3  had,  advertise  -d 

1  did 

[ment-r 
Deest     I  1  contradistinct-ion 
0  2  distinct-ly-ness,  dis- 

Ded       1    2  do  it                         [ed 
1    3hadhad,hadit,doubt- 

-^                            [tinction 

Yuh-  -1-2  you  did,  you  had  had 

Ses-       P  2  is  said 
Dee 

Ded 

Yuh  —  1-  2  you  do,  you  had 
Dee        1 

Delt      P    1  delight-ed 
3  delude-d,  dilute-d 

n  1  deride-d 

Del        r  1  idle-y-ness 

Dred       '  2  dread-ed 

1    2  deliver-ed,  delivery 

3  during  it 

Sdred 


1  considered-ate-ness 


WORD  SIGNS 


293 


Dreft    1,  1  derived,  derivative 

1  such  ought  to  have 

Scheft    P  2  such  have  had     [had 

1  did  not,  didn't 

3  such  would  have  had 

Dent       1  2  do  not 

3  had  not.  hadn't 

Chent      /  1  which  ought  not 
v  3  which  would  not 

Sdent      P  2  accident-al-ly 

v 

Schent        1  such  ought  not 

Yuh-    -O-2you  did  not,  you   do 

u    3  such  would  not.  such 

Dent      "              [not,  you  had  not 

[had  not 

Dee-       (j  1  conditioned 

Chlent  J1  l  which  will  not 

shond 

J. 

CH. 

/I  each 

Jay         /  2  advantage,  Jesus 

/      '•<  I'lfiro 

2  which,  change-d 

•      O  Idigo 

3  much,  charge-d, 

Jays        t  1  religious 

[chapter 

f,  2  advantages-eous 

/>  1  each  will 
Chel     /    2  which  will,  children 
3  much  will 

Jayst      /  2  just-ice 
d    3  largest 

?1  cheer,  each  are 

Jay-       /,  2  just  as 

2  which  are,  chair 

ses 

3  which  were 

£jay       p  2  suggest-  ed-ion 

Scher     Q  2  such  are 

/    3  as  large 

/  3  such  were 

Jel          /->  2  angel 

Chler    P  3  bachelor 

/     3  evangel-ic-al 

Chen       /  1  each  one 

Jels       F  3  evangelize 

J  2  which  one 
Schen     f  2  such  a  one 

Jer          o  2  danger 
/  3  larger,  jury,  junior 

I  which  ought  to  have 
Chef       /  2  whichever,  which 

Jers        2    1  jurisdiction 
°   2  dangers-ous 

v                                 [have 

y\  religion 

3  which  would  have 

2  general-ly 

p  1  such  ought  to  have 

3  imagine-ary-ation 

Schef    (,    2  such  have 
3  such  would  have 

Jens      J  2  generals,    generalize 

1  cheerful-ness 
Oherf    7   2  which    are   to  have, 

Jenst       /  1  religionist 
"   2  generalized 

i                    [which  are  of 
3  which  were  to  have, 
[which  were  of 

/I  Jehovah,     joyful-ly- 
2  Jove                      [ness 
3  juvenile-ness-ity 

Schay-   /  2  such  (an)  other 

p 

dher       / 

Sjef         i   2  suggestive-ness 

Chet           1  which  it,  which  ought 
'    3  which  would,  which 

Jay-      /,  2  generation 

[had 

shon 

Schet     p  1  such  ought 
/    3  such  would,  such  had 

Jav"      ,  /  3  imaginative-ness 
tiv         V 

Chelt    r  1  child-hood,  which 
[will  it 

Sjer-      A  2  exaggeration 
shon 

.  1  cheered 

Chert    /   2  which  are  had 

Jays-      ff  2  justification 

3  which  were  had. 

eslion 

[charity-able 

1  which  ought  to  have 

Jels-    f1    3  evangel  i/atioii 

Oheft    (,   2  which  have  had    [had 

eshon 

3  which  would  have 

Jers-    D    1  jurisdiction  (or  Jersi; 

[had 

eshon  I 

294 


WORD-SIGNS 


Jens-  J    2  generalization 

Kef     *->  2  cover-ed 

eshon 

Sjert     9    2  exaggerate-d 

Kief    «_J  1  call  forth 

1  gentlemen 

Sklef   c-^lskillf  ul-ly 

Jent      </  .  2  gentleman 
3  imagined 

Klerf  C->1  clairvoyant-ce 

Kref      »  I  corrective 

. 

2  careful-ly-ness 

Kay           1  common,  kingdom 
~~  2  come,  came,  country 

Skref  a  —  =  I  descriptive-ness 

Kays          1  because 

In-       ^-ol  inscriptive 

2  country's,  countries 

Skref 

Kay-  _o  2exercise-d 

Kay-      -)  2  occasion 
Shoo   ~      3  action 

ses 

Kayst  _^  1  commonest 

Skay-  fcO3  exaction 
shon 

2  exterior 

Skays        1  exquisite-ness 
*-°  3  excuse-able 

Kel-  c_r>l  collision 
shon           3  conclusion 

Skay-  .jo  2  success-f  ul-ly 
ses 

Skel-  g  -^2  exclusion 
shon    —     3  seclusion 

1  call,  equal-ly 

Ker-    ^  1  correction 

Kel     c_   2difficult-y 

shon   c      2  creation 

3  calculate-d-ion-or 
Kels  *—*>  3  conclusive-ness 
1  skill 

Sker-  0-3  1  description 
shon 

Skel     e—  2  scale 
3  school 

In-       a-^1  inscription 
Sker- 

Skels          2  exclusive-ness 

sbou 

-°  Sseclusive 

Kay-   <ro  3  active-ly-ness-ity 

tiv 

1  correct-ed-ness 

Ker      c—  2  care,  occur 

Ker-   r^p  2  creative 

3  cure,  accuracy 

tiv 

1  acquisition 

Kers    t-i>  3  curious 

Kays-—  e  2  accession 

eshon         3  accusation 

Sker    0  1  scripture-al,  de- 
3  secure           [scribe-d 

Kay-         2  can  thr 
dher           3  could  thr 

In-       i__  1  inscribe-d 
Sker           3  insecure 

Ket            1  quite 
2  could 

Kler   c  1  clear-ed-ness-ly 

Sket     a_  2  sect-arian 

2  clerk,  color-ed 

3  exact-ed-ness-ly 

Skier  (0    1  scholar 
~~  2  secular 

Wen-   «r-  1  we  could 
Ket 

Ken            2  can,  question-ed, 
—  >                   [countrymen 
3  countryman 

Klet           1  called,  equaled,  qual- 
«-»                         [ity-ative 
3  conclude-d 

Sken  *  —  5  1  consequential-ly- 

1  skilled 

[ness 

Skeld  «-  2exclude-d 

Pkens  "-»  1  consequence 

3  seclude-d,  schooled 

Web.-  <  —  >  1  we  can 

1  accordlng-ly,  crea- 

Ken 

[ture 

Kren  «~^>  1  Christian-ity 

Kret    c~  2cared,occurred,court 
3  cured,  accurate-ness 

Krens  _1  Christians,  christian- 

Skret  <r-  3  secured,  security 

2  occurrence             [ize 

In-       3-  3  unsecured,insecurity 

Skret 

WORD-SIGNS 


295 


1  can  not,  kind 

If  eel,  fall,  fill,  follow- 

Kent    —a  2  account,  county 
3  countenance-d 

Skent  °~°  1  consequent-ly 

Fel 

^2full-y,   fail,     fellow! 
-3  fool                   [for  all 

Wen-    c-s  1  we  can  not 

Fels 

\o  1  false 

Kent 

Fler 

P>    1  if  all  are-our,follower 

Q. 

^»   2  failure,  for  all  are- 

Gay            1  givp.Ti 

tour,  fuller 

.  2  together 

1  if  our,  form-ed 

Sgay    °  —  1  signify-ied,  signifi- 
[cant-ce-ly 

Fer 

r\  2  from,  free 
l  3  for  our 

Wen-   «•  —  1  we  give,  we   have 

Frel 

r\  2  from  all 

Gay                             [given,  we  go 

) 

Gel     *—  2  glory-led,  glorify-ied 

Fen 

r      1  if  one,  foreign 
\o  2  often,   phonography, 

Gels    *—  °  2  glorious 
Sgler  C  —  1  singular-ly-ity 

Steh- 
Fen 

[for  one 
9     2  Standard  Phonog- 
[raphy 
1  fallen,  fall  in 

Ger      «—  "  1  degree 

Flen 

C     2  fell  in           [ically-ist 
^  3philanthropy-ic- 

1  begin-ning,  organ 
Gen     —*  2  again,  begun 
3  began 
4  to  have  gone 

Fren 

,-     1  if  our  own,  frequency 
A  2  furnish-ed,  furniture, 
\                             [from  one 
•    3  for  our  own 

Gens   —  o  1  organ  s-ize 

Ef- 

,     1  fiction 
\O2  fashion 

Sgen    *—  »  l  significancy 

shon 

i     3  affection-ate-ly 

Wen-  c  ,1  we  have  gone 
Gen            2  were  gone 

Fel- 
shon 

Cjl  affliction 
2  flexion 

Gef      —  '  2  gave,govern-ed-ment 

Fer- 

CN  1  formation 
.  i  2  fraction 

Wen-  c_o  i  we  gave 

shon 

^  3  fruition 

gef 
Sgay-  -  ~>  1  signification 

Fer- 
dher 

\  2  farther,f  urther,  from 
)                                     [thr 

shon 

1  feature,  if  it 

Gel-     t_D  2  glorification 

Fet 

^-  2  after,  for  it,  for  what 

shon 

3  f  uture-ity 

Gens-  —  &  1  organization 
eshon 

Fetst 

^  3  footstep 

Sgay-  0-3!  significative-ly 

1  fault-y.  filled,  fol- 

tiv 

[lowed,  feel  it,  fill  it 

Ged        _  1  God 

Flet 

£   2  failed,  for  all  it-had- 

2  good 

3  fooled       [would,  fel*; 

Glet     <—  Iguilt-y 

Fret 

^   1  from  what 

2  from  it 

Gret     c—  2  great 

Geft     —  >  2  gave  it 

Fent 

1  if  not 
t^   2  for  not 

Grend  «~J  3  grand-eur 

3  found-ed-atlon 

F. 

Frent 

c^   1  frequent-ly 

lif    . 

V. 

Ef          \,2  for,  fact 

.      1  ever 

3  few,  affect-ed,  far 

Vee 

V    2  have 

Ef  s       V^o  2  first 

3  however,  halve 

Sef       <?     2  suffer-ed 

Vees 

^o  1  visible-y-ility 

296 


WORD-SIGNS 


Svee 

V.  2  several,  Saviour 

Dhee- 

/   2  this  is,  this  has.them- 

ses 

^J                              [selves 

Yuh- 
Vee 

-O  -  2  you  have 

/>  1  with  all,  withal 

Vel 

^_  3  value 

Dhel 

I    2  they  will,  they  all 
3  thou  wilt  (or  will) 

1  over 

_  1  either 

Ver 

)  2  every,  very 
3  favor-ed 

Dher 

1  2  their,  they  are,  there 
/  3  other 

Vers 

~    1  conversant 
3  2  universe-al-ly 

Dhrel 

^y  2  there  will,  they  are  all 

3  averse 

Cl  within,  thine 

Ven 

(     1  even,  evening 

Dhen 

2  then 

^  2  have  (ing)  been 

3  than 

Vren 

0  2  every  one 

Sdhen 

C  2  southern 

,     1  conviction 

Vee- 
shou 

\J  2  vocation 
3  avocation 

Dhef 

/    1  they  ought  to  have 
y   2  they  have 

_    1  conversion 

3  they  would  have 

Ver- 
shon 

A  2  version 
vJ  3  aversion 

Dhelf 

/>  1  with'  all  of    [all  have 
0  2  they  will  have,  they 

Vee- 

\     1  of  thr 

3  thou  wilt  have 

dher 

V 

1  there  ought  to  have 

Vet 

1  of  it,  avoid-ed-ance 
V.  2  have  it,  evident-ce-ly 

Dhref 

D2  they   are   to  have, 
[there  have 

3  halved 

3  there  would  have 

Veld 

t  3  valued 

Dhrelf 

.12  they  are  all  to  have, 

1  over  it,  convert-ed 

"             [there  will  have 

Vert 

<)  2  virtue 
3  avert-ed 

Dhee- 

/  1  that  thr,  within  thr 
1    2  the  other,  then  thr 

Vent 

(^  1  convenient-ly,     con- 
2  have  not          [vened 

dher 

\  3  though  thr.  than 
[thr,  without  thr 

TH. 

Ith 

(    2  think                        [th 
v    3  thank-ed,  thousand- 

Dhee- 
dhern 

/  1  within  their  own 
1    2  the  other  one,  then 
[their  own 
v  3  than  their  own 

Sithst 

£   2  southeast 

1  that,  they  ought 

Dhet 

/  2  without 

Yuh- 

-9-  2  you  think 

*  3  they  would,  they  had, 

1th 

( 

[though  it 

Ther 

*)   2  through 

Dhelt 

C  1  with  all  it 

Thren 

J  2  through  one 

1  there  ought 

Thef 

G   3  thankful-ly-ness 

Dhret 

7  2  there  it 
3  there  had-would 

Thet 

/    1  thought 
>    2  think  it 

Dhent 

1  within  it,  they  ought 
/    2  then  it                    [not 

Thret 

9   1  authority-ative       [it 

**  3  than  it   (had-would) 

2  throughout,  through 

[they  would  not,  they 

DH. 

[had  not 

(1  thee,  thy 

Dhl- 

r    1  they  will  not 

Dhee 

2  they,  them 

ent 

t    3  thou  wilt  (or  will)  not 

3  though,  thou 

1  on  either  hand,  there 

Dhees 

/    t  these,  thyself 
(o  2  this 

Dhr- 
ent 

D                         [ought  not 
2  on  the  other  hand 

3  those,  thus 

3  there  would-had-not 

WORD-SIGNS 


297 


s. 

Steh      0  2  first 

I  1  she  ought  to  have  had 
Sheft     0  2  shall  have  had 
\  ,  3  she  would  have  had 

\   1  see 

Sherd     1  2  assured 

Es          ;  2  so 

x  3  shared 

3  us,  use  [ask-ed] 

ZH.        i 

Es-         /)   2  assist-ed-ance-ants 
Steh       ° 

Zhay     )  2  usual-ly 

Yuh-      1  2  you  see,  you  say 
Es           / 

Zher       0  2  pleasure 
-*  3  measure-able-ably 

Esef       ^  3  usef  ul-ly-ness 

Zherd   _}  3  measured 

Es-Iss-  \  2  cessation 
eshon    fl 

Estern    1  1  eastern 

L. 

Lay       -  2  will,  wilt,  willing 
f  !  3  whole 

J 

Wei       >*  1  we  will,  while  - 

1  astonish-ed-ment, 

C  V  2  well 

Est         )                                [see  it 
'    2  establish-ed  ment,  so 
[it,  so  had,  say  it 

Slay      ^-'  2  as  well 
6  /  3  salvation 

Z. 

Len     /^  2  alone,  learn-ed 

Iss         o   1  h-is 
2h-as 

Lef      /7   2  will  have,  willing  to 

Zee        "\  2  was 

Welf    (?  1  we  will  have 

'  3  use 

Lay-     —  2  revelation,  election 

Zef         )  2  was  to  have 

shon    (3  revolution 

"   3  used  to  have 

Slay-    /•}  2  selection 

)1  is  thr 

shon    * 

2  was  thr 
3  h-as  thr 

.   lisit 

Lay-    /^lallthr 
dher     (      2  let  thr 

Zet        )  2  as  it,  has  it,  hesitate- 
3  used                [d-ation 

Let        _•    l  little,  all  it,  will  it 
2  let,  will  have  had 

Zeft      j)  2  was  to  have  had 

Lets           1  all  its,  little  as-is 

'      2  let  us-his 

SH. 

.  1  she,  wish 

Slet       C  1  as  little 

Ish           )  2  shall,  shalt 

Welt     C  1  while  it,  we  will  have 

3  issue 

[had 

Yuh-    -o-you  shall,  you  wish 

Eld        f  2  world 

Ish      _/ 

Seld       f>  2  seldom 

Shel     c^  1  she  will 

Eld-     ff~   2  Old  Testament 
est 

1  wisher,  she  were 

Lent      f*  1-will  not 

Sher        n  2  sure,  assure 
-^  3  share 

Welent  C  1  we  will  not 

Shrel       J  1  surely 

R. 

1  hear,  here,  her 

1  wish-ed  to  have,  she 
i               [ought  to  have 
Shef      £/  2  shall  have 

A.T        ^  2  are  (sometimes  Ray  for 
3  ourfconvenient  phrasing.) 
Ars      ~~\  1  hers,  herself,  hears 

3  she  would  have 

2  ours,  ourself 

.  1  wished-it,  she  ought, 
Isht      J  2  shall  it 
3  she  would-had,  issued 

Arses  |Q  3  ourselves 
Sara      "^  2  concern-ing 

Arder    A  1  order-ed 

\  2  rather  (or  Eayter) 

298                                    WORD-SIGNS 

/» 

Ray-  /   2  return 

Merl    /--^  1  immoral-ly-ity 

tern   <r 

2  moral-ly-ity 

Ard       -\  1  Lord,  read,  ordinary 

Men    ^-^  1  men,  morning 

2  heard,  (word) 

2  man 

Arnt     ^  2  are  not 

Smen  <s~i>  2  examine-ation,  some 

Sarnd    °5  2  concerned 

[one 
Em-    /^~$  2  mention 

1  we  are,  with  our 

shon 

Wer       /  2  where,  work-ed 
3  aware 

Sem-  f~$  2  consumption 
shon 

,  1  real-ly-ity 
Rel      /  /  2  relate-d-ion,    rela- 
V    3  rule-d              [tive-ly 

MP. 

Emp    s~^  1  important-ce 

Rels    ,9  I  realize 

2  improve-d-ment 
[may  be 

1  we  are  in,  with  our 
Wern      x1                                 [own 

Emps  /-$  1  impossible-ility 

"    2  whereon,workman-en 
Ren-     /*)  \  ornamentation 

GStlOD 

1  simple-y-icity 
Semp          Sexemplify-ied-ica- 
o**               [tion,  somebody 

^  1  arrive-al,  reveal-ed 
Ref      /  2  are  to  have,  are  of, 

3  example 
Stemp^^  2  extemporaneous-ly 

[revolve-d 

Wembtf^N  1  we  may  be 

1  we  are  of,  we  are  to 

Werf    ^7  2  whereof              [have 
3  aware  of 

Emb-  ^  2  may  have  been 
en 

1  irrational-1  y-ity 
Ray-     0  2  reformation 

Wemb  *""»  1  we  may  have  been 
en 

shon     /    3  rational-ly-ity 

Iss-       «/  2  certain-ly-ty 
Ret 

Emp-  '*^>  3  impassion 
shon 

Wert     i/  2  word,  were  it,  where 

Emp-  '-^y  2  impatience 

SilODS 

[it-had 

Reft      j  1  arrived 
2  hereafter 

Em-  .  s  1  might  thr 
dher           2  matter 

Rent     X7  2  are  not 

Sem-  6  —  %  2  some  other 

Wernt  c/7  1  we  are  not 

dher 

Weh-    (_/>  1  we  were;not 
wernt 

Sem-  .,  —  N  2  some  other  one 
dhern 

n. 

Met      ^     1  might-y 

1  me,  my 

2  may  it,  make  it 

Em       /—  s  2  am,  may,  him,  make 

Med     <**•     1  immediate-ly 

3  home 

2  made 

Ems    ^—*  1  myself 

Smet  <r%      1  somewhat 

.     2  himself 

2  sometime 

Sem     4—^  1  slmilar-ity 

Smed  a^     3  consumed 

3  consume 

Wem   {-~*  1  we  may,  with  me-my- 
2  with  him      [warm-ed 

Wemt         1  we  might,  we  made, 
<->                              [we  met 
2  were  met,  were  made 

1  million-th 
Mel      C~N  2  promulgate-d-ion 
3  family 

Mert            1  immortal-ly-ity 
^   2  mortal-ly-ity 

Mer      x-^  1  Mr.,  mere,  remark-ed 
"     2  more,  mercy-ful-ly 

1  mind 
Ment            2  may  not,  am  not, 
r~3  2  umount-ed.    mental- 

WORD-SIGNS 


299 


Sment  <o  2  examined 

1  intrinsic-al-ly,  any 

Wem-  o  1  we  tray  not,  we  meant 
ent          2  were  meant 

v  •?                      [other  one 
En-             2  another  one 
dhern         3  no  other  one-than 

Em-     ^  2  mentioned 

1  not,  in  it,  in  what,  in- 

shond 

^^  2  nature               [terior 

Emp-  ,_   1  imponderable-ility 
end            2  impenetrable-ility- 

Net            3  anterior 
4  to-night 

[ness 
.Emp-   ,_  2  impatient 
shont     °  3  impassioned 

End      ^  2  under,  hundred-th 
3  owned,  hand-ed 

N. 

Netst    *~°  2  New  Testament 

1  in,  any,  never 

Snet           1  is  not 

En       «•  —  '  2  know,  no 

'•'  2'h-as  not,  century 

3  own,  knew,  new  (now) 
Ens      ^_?  1  influence 

Went          1  want-ed,  when  it, 
c-'  [when  had,  when  would 

2  commence-ment 

2  one  would-had 

Enses  ^o  1  United  States 
2  commences-ments, 
[necessary-ily 

Nerd    «-'    1  in  order 

Wen-    cj?   2  on  (the)  one  hand 
ent 

Enst   ./?  1  influenced,    insttnct- 
2  commenced,  next  [ive 

Nernt  v   1  ignorant-ly 

Steh-  CV  2  stenography-er-ic 
En 

Neft      ^  1  inflnite-ly-ity-tude 
Nets-   *-*•  2  intercession 

eshon 

Wen            1  when,  we  know,  with 
^•^  '                                    [no 

NQ. 

2  one,  were  no,  were  any 

1  thing,  English 

1  in  all 
Nel     O'   2  only 

Ing      ^>  2  language 
3  long,  along,  length 

3annual-ly 

Sing    Q_S  1  single-d,  singly 

Nels  c9    1  unless 

2  as  long 

2  only  h-as,  h-is,  no  less 

1  Englishman-men 

1  uear,nor,in  our,north 

Ingen  N-?  2  young  man-men 
3  lengthen 

Ner     ^S     2  manner 
3  owner 

Singen  4_?  2  sanguine-ly-ness 

Nerl   d/   1  nearly,  nor  will 

Ing-v  ^3  along  thr 
dher 

1  opinion,  any  one,  in 
Nen     »-^    2  none,  known         (one 

lag'-      ^  1  England 
end              2  lengthened,  longhand 

3  no  one 

W. 

Snen           1  synonym-ous-ly,  is 

*     1  why 

o_                      [known-none 
2  has  known-none 

Way     i  )  2  way 

3  away 

1  we  have  known-none 
Wen-  c—-'    2  were  known-none 

Swayst  ^  2  southwest 

en             3  were  no  one 

Sway-   °h  2  south  wester 

En-     v_9    1  information 

ster 

•^^ 

shon 

Wayf      M  1  why  have 

Nems  c_9   1  ignorance 

1  entire,  any  other 
En-  *  —  '-S  2  another 

Way-  N     1  water-ed,    with   thr, 
\    [with  another,  why  thr 
dher    NJ   2  whether 

dher            3  no  other 

Way-       \  2  whether  thr 

Wen-          2  wonder-ed-ful-ly,  one 

dher- 

dher  *                       [(an)  other 

dher 

300 


WORD-SIGNS 


Waynd       1  why  not 
J  3  wound-ed 

Yaysea^  2  yourselves;  yours  is- 
[bas;  yes,  sir 

Sway-   o\  1  swindle-d-r 
Ld 

Yayn    C     2  your  own 

Yeld     r   lyield-ed 

Weh       c  1  we,  with 

2  were 

2  your  other 

Wuh       3  1  what 

2  would 

Yaynd   f  2  your  hand 

[with  what 
Weh-    (-  1  we  were  (or  would) 
weh       *—  •  2  were  we(withor  what) 

Yeh        w  1  ye,  year-s 
2  yet 

Wuh-     _1  what   we    (would    or 
Wuh      _)                                [were) 

Yuh        rt  1  beyond 
2  you 

2  would  we  (or  what) 

Yeh'-     ill  ye  were  (or   would) 

weh        ^     [yet  we  (were,  with, 

Weh'-    t  .  1  we  yet,  with  you 
yeh        t/  2  were  you 

what,  or  would) 

Wuh'-        1  what  you  (ye  or  yet) 
yuh        <  )  2  would  you  (ye  or  yet) 
Y. 

Yuh'-     /-\  1  beyond  what 
wuh          '  2  you  were-would 

H. 

Yay       /  2  your 

Hay       /  2  eh 
*    3  ah,  holy 

Yays      /  2  yours,  yourself 

Hayst  /  3  holiest 

THE  PHRASING  OF  WORD-SIGNS. 

Word-signs  may  generally  be  freely  phrased  in  connection 
with  other  outlines.  If,  however,  the  following  exception  in 
their  phrasing  is  observed,  it  will  tend  greatly  to  increase  cer- 
tainty in  their  use:  A  word-sign  whose  outline  represents  but 
a  small  part  of  the  consonantal  portion  of  a  word,  will  not  be 
as  quickly  or  easily  read  if  written  in  connection  with  a 
phrase-sign,  and  hence  frequently  out  of  position,  as  will  an 
outline  for  a  word-sign  whose  consonantal  representation  is 
very  full  and  complete.  Such  may  be  freely  phrased,  and  con- 
sequently often  written  out  of  position,  and  yet  their  legi- 
bility not  seriously  impaired. 


SUGGESTED  DISCRIMINATIONS. 

Although  the  word-signs  may  be  used  with  absolute 
certainty  in  almost  every  case,  yet  there  are  certain  connec- 
tions where  some  of  the  signs  may  at  times  need  to  be 
specially  distinguished,  and  a  few  such  examples  are 
presented  below.  It  is  not  considered  necessary  to  illustrate 
how  these  contrasted  signs  may  conflict;  since  the  work  of 
each  writer  varies,  his  necessity  for  using  certain  outlines  will 
vary.  The  forms  presented  below  are  only  suggestive  :  — 


Advance 

Def  3 

Laid                  Lay-Dee 

Advanced 

Def3-Enst 

Lead                 Eld1 

Complete 

Plet1 

Law  of  God    Lef-Ged1 

Completed 

Pel  J-Ted 

Love  of  God    Lay-Vee:Ged 

Correct 

Ker1 

Lengthy          Ing3-Ith 

Corrected 

Ker-^Ted 

Long                Ing3 

Direct 

Der2 

Manifest         Em  J-Ens 

Directly 

Der2-Lay 

Manifested     Em  '-Ens-Ted 

Forenoon 

Ef-Ar  (Ray)  -Nen 

Need                End1 

Afternoon 

Efta-Nen 

Needed            En^-Ded 

Fit 

Fet1 

See,  do  not  phrase  very  free- 

Fitted 

En-Ted 

ly,    but    write,    disjoined,- 

*From 

Fer2 

Es1. 

^Through 

Ther8 

Say,  phrase  whenever  possi- 

Have not 

Vent2 

ble;  otherwise    Es2. 

Have  Been 

Ben8 

Spent              Spent8 

Expend 

Kays-Pend  2 

Into                 En-Tee* 

Subject 

Is-s-Bee  z 

Want               Went  * 

Subjected 

Iss-Bee2  :Dee 

Wanted          Wen-Ted1 

To  me 

Petoid-Em2 

We  tmd           Weh-Fend  1 

To  him 

Em* 

We  found       Weh-Fend  »(voc- 

Unto 

En-Tee  3 

Urge              (u)  Ray-Jay 

Arrange         Ray-Jay 

The  omission  of  of  the  following  such  words  as  many 
some,  few,  several,  will  have  to  be  indicated  with  ca-i 
writing  the  following  stroke  near  the  preceding.    If  the  words 
named  are  not  followed  by  of  the,  it  would  perhaps  be  well 
to  join  the  following  stroke. 

[*These  two  words  are  the  same  parts  of  speech,  and  in 
rapid  writing  the  forms  may  closely  resemble  each  other.  If 
difficulty  arises,  the  positions  suggested  may  be  helpful,  or 
"through"  may  be  indicated  by  Ith3.]  [301] 


302  SUGGESTED   DISCRIMINATIONS 

Do  not  phrase  or  and  but  very  freely,  except  with  semi- 
circles and  ticks,  also  the  hooks  in  connection  with  the  signs 
for  these  words,  leaving  the  use  of  the  tick  for  the  more  fre- 
quent word  and;  as,  and  come,  and  give. 

Even  such  a  common  practice  as  the  ommission  of  of  the 
may  at  times  be  attended  with  uncertainty;  as,  It  would  be 
difficult  to  say  which  topic  was  of  the  most  importance.  It 
would  be  difficult  to  say  which  topic  was  most  important. 
Such  cases  are,  however,  rare,  and  the  careful  writer  will 
endeavor  to  be  on  the  alert  to  correctly  indicate  such  expres- 
sions. 

COMPARATIVE  BREVITY. 

Below  is  shown  the  length  of  time  required  to  write  the 
various  modifications, —  hooks,  circles,  loops,  etc., —  as  com- 
pared with  the  writing  of  a  normal  full-length  stroke,  taking 
the  average  of  light  and  heavy,  straight  and  curved,  strokes, 
which  is  adopted  as  the  unit  of  time: — 

Small  circle 70  per  cent. 

Large  circle 125    "       " 

Small  loop 100    "      " 

Large   loop 150    "       " 

Brief  -Way  or  -Yay ; 85    "       " 

Small  initial  hook 50    "       " 

Large  initial  hook 80    "       " 

Small  final  hook 33£  " 

Large  final  hook 55    "      " 

Lengthening 107    "       " 

Halving 92    "      " 

Lifting "  33J  '"'       " 

The  shortest  outline  is  not  always  the  most  quickly  writ- 
ten. A  comparison  in  respect  of  time  may  be  made  by  writ- 
ing one  outline,  say  thirty  seconds,  and  at  the  same  speed 
write  the  corresponding  sign  for  the  same  length  of  time. 
The  difference  in  the  number  of  times  written  will  generally 
indicate  which  is  the  briefer  form  to  employ. 

COMPARATIVE  FREQUENCY  OF  MODIFICATIONS. 

A  count  of  all  the  modifications  used  in  notes  covering 
various  lines  of  work,  as  illustrated  herein,  demonstrates  their 
frequency  in  the  order  given  below.  This  shows  the  per  cent 


FREQUENCY    OF   MODIFICATIONS  303 

of  actual  use,  and  not  the  proportion  of  one  hundred  per  cent, 
since  one  stroke  may  contain  two  or  more  modifications,  which 
would,  of  course,  make  the  total  per  cent  greater  than  one 
hundred.  Only  a  moment's  reflection  is  necessary  to  make 
pl%jn  the  fact  that  the  modifications  that  are  the  most 
quickly  written  (as  shown  in  the  preceding  table  of  "Com- 
parative Brevity,"  which  is  a  theoretically  correct  basis  upon 
which  to  reckon)  occur  the  most  frequently  in  actual  use. 
That  is,  it  is  demonstrated  by  this  table  that  the  most  fre- 
quent combinations  in  actual  use  are  represented  by  the  brief- 
est and  most  easily  written  modifications.  The  secret  of  the 
great  possibility  and  adaptability  of  the  Graham  system  lies 
in  this  fact.  The  following  Is  the  order  :  — 

Per  cent  Per  cent 


Full-length  stroke 48. 

Small  circle  —  Iss  o 17.4 

Halving 14 

Ticks 13 

Ar-Hook 8.5 

El-Hook 6 

En-Hook 5 

Small  Loop—  Steh 3 

4th  position,  omitting  to, 

to  a,  to  the 2.5 

Lengthening 2.2 

Ing-dot 1.6 


Large  circle — Ses  O...     1.1 

Shon-Hook 8 

Weh  or  Wuh 8 

W  as  a  hook 7 

Yehor  Yuh 7 

Enlarged  initial  hook,  Rel,  .6 
Enlarged  initial  hook,  Ler,  .5 

Eshon 3 

Dot  for  the 2 

Dher-tick 2 

Tiv-Hook 1 

Ster-Loop .1 


Ef-Hook 1.4 

LIST    OF    CONTRACTIONS. 

In  the  list  of  contractions  presented  herewith,  there  are 
also  shown  some  words  the  outlines  of  which  may  be  written 
in  various  ways.  These  as  well  as  many  words  requiring 
different  outlines  from  words  having  similar  sounds,  are 
shown  for  reference  by  the  student.  Some  word-signs  are 
given,  showing  additional  derivatives  from  those  presented  in 
list  of  word-signs  preceding,  or  for  comparison. 

The  term  contraction  denotes  the  abbreviating  of  words  to 
but  two  or  more  strokes;  and  in  the  case  of  derivatives,  the 
abbreviation  is  made  by  selecting  that  portion  in  which  the 
various  words  coincide. 

The  numeral  1  indicates  first  position;  3,  third  position. 
All  outlines  not  thus  indicated  are  written  in  the  second 
position,  on  the  line  of  writing,  in  which  position,  it  will  be 
observed,  nearly  every  outline  is  written.  The  FIRST  inclined 


304  CONTRACTIONS 

or  vertical  stroke  governs  the  position  of  the  outline, 
whether  it  is  composed  entirely  of  inclined  or  vertical 
strokes,  or  these  strokes  combined  with  horizontal.  In 

the  case  of  outlines  composed  entirely  of  horizontal  strokes, 
the  outline  is  written  thus:  first  position,  the  height  of  tee 
above  the  line;  second  position,  on  the  line;  third  position, 
below  and  free  from  the  line. 

Hyphens  are  used  between  parts  of  derivative  words,  for 
abbreviation.  For  a  similar  reason,  semicolons  -divide  parts 
of  derivative  words  and  their  corresponding  sign-names. 

Parentheses  indicate  that  the  names  of  signs  so  enclosed 
may  be  omitted  in  writing  the  outline  if  desired,  writing  the 
derivative  words  like  the  primitive.  This  is  also  true  of  the 
parts  of  derivative  words  so  enclosed. 

Brackets  denote  changes  of  forms  from  those  suggested 
in  the  publications  of  the  Graham  system. 

The  colon  designates  that  the  following  stroke  is  to  be  dis- 
joined, and  written  near  the  preceding;  the  dagger,  that  the 
following  stroke  is  to  be  written  through  the  preceding. 

The  numeral  is  placed  in  connection  with  that  part  of  the 
name  of  the  outline  that  should  be  written  in  the  position 
indicated;  thus:  Anybody,  En-Bed1;  inhabit,  En-Bed2; 
nobody,  En  2  -Bed.  The  numerals  are  generally  placed  by 
the  vertical  or  inclined  strokes,  since  they  govern  the  position 
of  outline  when  it  is  composed  of  both  vertical  and  horizontal 
strokes,  or  inclined  and  horizontal  strokes. 

The  abbreviation  fr.  indicates  frequent;  phr.,  phrasing  or 
phrases. 

Abandon,  Ben-Den  I  Academy-ic-al,  Ked-Em. 

Abandoned,     Ben-Dend.        (See   Accept-ed-ation-ance,  Spets 


abundant) 
Ability,  BleU 
Aboue,  Bee-Vee 
Abrupt-ly-ness,  Bee-Ray-Pet 
Abscond-ed-er,  Beesi-Kend 
Absolute-ly,    Beess    Let.      (See 

obsolete) 

Abstain-inent-inence,  Bees-Ten 
Abstract-ed-ly-er,        Bees3-Ter. 

(See  obstruct) 
Absurdity-ly,  Bees-Ard 
Abundant-ly-ce,     Bend.        (See 

abandoned) 


Accommodate-d,  [Kay-Det] 
Accommodation,  [Kay-Deeshon] 
Accompany,  Pee-En 
Accomplish-ed-ment,  Pel-Ish 
Acid,  Est» 

Acknowledge- ment,  Kay-Jay. 
Acquaint-ed-ance,  Kay-Net 
Active-ly-ity,  Kaytivs 
Adapt-ed-ation,  Dees-Pet.     (See 

adopt) 

Adhere,  Dee-Ar 
Adjacent,  Jays-Ent 
Adjourn-ment,  Jern 


CONTRACTIONS 


305 


Adjudge-d,  Jay-Jay 

Adjunct-ive,  Jay-Ing. 

Administer,  Dee3-lss-Ter.  (The 
circle  distinctly  within  the 
hook;  see  destroy) 

Administration,  Dee3-lss-Ter- 
shon 

Admit-ted-tance,  Deei-Met 

Admonish-ed-tion,  Dee3-Men. 
(See  dominate  and  dimin- 
ish) 

Adopt-ed,  Deei-Pet.  (See  adapt) 

Adoration,  Dee-Rayshon 

Adult-ery,  Dee-Let.  (See  idola- 
try) 

Advancement,  Dees3-Ment 

Adventure-d-r,  Defs- Enter 

Advert(-ed-ence-y-cnt-ly,    Def- 
Ret 

Advice-se,  [Veesi] 

Advised,  [Veesti] 

Advisedly,  [Veesi-Dee-Lay] 

Adviser-ory,  [Veesi-Ray] 

AHirm,  Fer-Em.     (See  farm) 

Afford-ed,  Ef-Red  [or  FerdJ 

Aforesaid,  Efs-Dee 

Agency,  Jay-Es 

Aggregate-d-ion,  Ger-Gay 

Agitate,  Jet-Tee 

Agitated,  Jet-Tet 

Agitation,  Jay-Teeshon 

Agriculture,  Ger-Kel 

Alcohol,  El-Kay-El 

Alienate,  Layi-Net 

Alike,  El-Kay 

Alkali,  El-Kel 

All,  Bedoidi;  rarely  Lay;  as, 
into  all  the  world,  En-Toe- 
Lay-Eld 

Allegory-ic-al,  El-Ger 

Allopathy-ic-ist-ically,   Lay- 
Pee- (Ith) 

Alphabet-ic-al,  Lay-Ef-Bet 

Alternate,  Layteri-Net 

Altitude,  Let-Tee-Dee.  (See 
latitude) 

Always,  Lay-Ways 

Amalgam-ate-d-ation,  Mel-Gay 

Ambassador,  Embs-Der.  (See 
impostor) 

Ambiguity,  Embi-Gay 


Ambiguous-ly,  Embi-Gays 
Ambitious-ly-ness,  Emb-Ishi 
Ameliorate-d,  Mel-Rets 
America,  Em-Kay,  or  Em;   as, 

South  America,  Sith-Em 
American,  Em-Ken,  or  Men 
Ample,  Emp-Lay 
Anatomy-ic-al-ly,  En-Tee-Em 
Anglo-Saxon,  Ingses-En 
Angle,  Ing-Gel,  if  fr.,  Ing 
Ancestor-try-tral,  En-.Es'ster 
Animal,  En-Mel;  if  fr.,  En 
Anniversary,  Vers-Ray 
Answer,  Ens-Ray;  if  fr.,  Ens» 
Antagonist-ic-ism-ize-ed,    Nets- 
Gay 

Anticipate-d,  Nets-Peti 
Antique-ity,  Net'-Kay 
Anxiety,  Ings-Tee 
I  Anxious-ly-ness,  Ing-Ish 
Anybody,  En-Bedi 
Anyhow,  Eni-Hay 
Anything,  En^-Ing 
Anywhere,  EnJ-\Ver 
Apostle,  Pces-Lay.   (See  epistle) 
Appendicitis,  [Pend-Ests] 
Appertain,   Pee3-Ret-En.      (See 

pertain) 

Applicable-y-ility,  PeP-Kay 
Appoint-ed-ment,     Penti      [ap- 
pointment, Peti-Ment] 
Appreciate-d,  Per-Isht 
Appreciation,  Perseskon 
Appropriate,     Per-Pret.        (See 

propriety) 

Approximate-d,  Persi-Met 
Arbitrate-arily-ai'y-atiori-ator, 

Ars-Bet 

Archangel-ic,  Ar-Jel 
Archbishop-ric,  Ray-Chay-Bee 
Arcliitect-ure-ui-al,  Ar-Ket 
Arctic,  Ars-Ket 
Argument,  Ar3-Gay 
Aristocrat-ic-al-cy,  Ar-Stee 
Arithmetic-al-ian,  Rav-Ith-Met 
Arrange-ment,  Ray-Jay 
Arranged,  Ray -Jed 
Artificial-ly-a'lity,  Reti-Ef 
Ascend-ed-ant-ency,  Es-End 
Ascribe-d,  Es-Ker 
Aspect,  Ess-Pee 

30 


306 


CONTRACTIONS 


Assemble-d-y-age,  Es-Em 
Assert-ed,  Es-Ret.    (See  assort) 
Assets,  Es-Tees  [Ests] 
Assign-ment,  Es'en* 
Assimilate-d-ion,  Esi-Em 
Associate-d,  Es-Shayt 
Association,    Es-Isseshon;     fre- 
quently  indicated  by   Isse- 
shon    joined    to    preceding 
stroke 
Assort-ed-ment,  Esi-Art.     (See 

assert) 

Astraddle,  Ketoid-Ster-Del 
Astronomy-leal- er,  Esteri-En 
At  any  rate,  Tee3-Nert 
Attention,   Tee-Enshon;    rarely 
Enshon;    as,   call   your   at- 
tention,    Kel-Yay-Enshon; 
our  attention,  [Arshons] 
Atheist-ic,  Ithst;  -ical-ly,  -Kel 
Atlantic,  Tee-Lent-Kay 
Atmosphere-ic-al,  Tees-Fer 
Atonement,  Tee-Ment 
Atrocious-ly-ness,  Ter-Shay 
Attainment,  Tee3-Ment 
Audacious-ly-ness,  Dee-Shay 
Auditor,  Deti-Ar.     (See  editor, 

doubter) 
Augment-ed-ation-ative,      Gay- 

Ment 

Auspicious-ly-ness,  Es^Pee 
Authentic,  Thent-Kay 
Authenticity,  Thent-Est 
Authority-ative-ly,  Thret1 
Autobiography-er-ic-al,  Tee- 

Bee-Ger 

Autograph-ic-y,  Tee-Ger 
Available,  Vel-Bel.      (See  valu- 
able) 

Avaricious-ly-ness,  Ver-Shay 
Avenge,  Vee-Jay 
Aventie,  Vee3-En,  [Vee3] 
Average,  Vee3-Jay 
Await,   [Ketoid-Weh-Tee] 
Awhile,  Well 

Back,  Bees 

Balance,  Blens;  -d,  Blenst 
Bank-rupt-cy,  Bee:!-Ing 
Baptfze-d-r-ism-al-ist-ic-al, 
Bee3-Pee,  or  [2] 


Bear,  Bee-Ar;  in  phrasing, 
sometimes  Ber 

Bearing,  Bee-Ray-Ing 

Beatify,  Bee- Tee- Ef 

Beauty-iful-ly,  Bet 

Become,  Bee-Kay 

Behavior,  Bee-Hef 

Being,  Bee-Ing;  in  phr.,  some- 
times Bee;  as,  human  be- 
ing, Men3-Bee 

Believe,  Bel;  [in  phr.,  some- 
times Bee;  as,  I  do  not  be- 
lieve, Retoid-Uent-Bee] 

Believer,  Blef-Ray 

Belief,  Blef 

Benediction,  Bee-En-Deeshon 

Benefactor,  Bee3-En-Ef;  -tion, 
-Efshon 

Beneficence-ent,  Ben-Ef 

Beneficial,  Beei-En-Ef 

Benefit,  Bee-En-Fet;  in  phr., 
sometimes  Bee;  as,  for  the 
benefit,  Ef-Bee 

Benevolent-ce,  Bee-En-Vee 

Bereave-ment,  Brefi 

Bible,  Bee-Bel,  or  Beei 

Bibliography-er-ic-al,  Bee-Bel- 
Ger 

Bigot-ed-ry,  Beei-Get 

Biography-er-ic-al,  Bee-Ger 

Birth,  Bee- (Ray) Ith 

Birthright,  Bee-Thret 

Bishop-ric,  Bee-Ish 

Black,  Bels-Kay;  if  fr.,  Bel3 

Blank,  Bela-Ing-Kay;  if  fr., 
[Bels-Ing,  or  Blens] 

Blaspheme-d-y-r-ous,  Bels-Ef 

Bombast-ic-al-ly,  Bee-Embst 

Bondage,  Bendi-Jay;  if  fr., 
[Bendi] 

Bondman,  Bedi-Men 

Book,  Bees 

Some  book,  Iss-Emb-Kay 

Bookkeeper,  Bee3-Per 

Botany-ic-al-ist,  Bet-En 

Breath,  Ber- Ith 

British,  if  fr.,  Breti 

Bulletin,  Bee-Let-En 

Burden,  Ber-Den;  if  fr.,  [Berd] 

Busy,  Bee-Zee;  sometimes  Bees; 
as,  very  busy,  Ver-Becs 


CONTRACTIONS 


307 


Calculate-d-ion-or, 

Calculable,    Kel3-Bel,    and    not 
Kel-Bel3 

Calvin-ism-ist-ic,  Kel-Vcn 

Came,  Kay 

Canon-ic-al-ness,  Kay-Xen 

Capable-ness-ility,  Kay-13ce 

Capacious,  Kay-Pee2 

Capaciousness,  Kay-Pee2:   Ens 

Capacity,  Kay-Pee 

Capital-ol,  Kay-Pet 

Capricious-ly-ness,  Kay-Peri 

Captain-cy,  Kay-Pet 

Captious-ly-ness,  Kay-Pee-Ish 

Carpenter-try,  Ker-Pent 

Catalogue,  Ket-Lay-Gay;  if  fr., 
[Ket] 

Catarrh,  Ket-Ray 

Cater,  Kay-Ter 

Category,  Ket-Ger 

Catholic-ism-ity,  Kay-Ith 

Caused,  [Kay-Steh  (shaded)] 

Cautious-ly-ness,  Kay-Ishi 

Celestial,  Slay-Es 

Centrifugal,  Senter-Ef 

Centripetal,  Senter-Pet 

Century,  Sent 

Ceremony-ial-ious,  Sar-Em 

Certify-icate,  Iss-Ret-Efi 

Cessation,  Es-Isseshon 

Chairman,  Chern 

Challenge-d-r,  Chel-Jay 

Chamber,  Chay-Ber 

Chancellor,  Chay-En 

Chancery,  Chays-Ray,  or,  if  fr., 
Chays 

Chapter,  Chays 

Character,    Ker-Kay;     -istic-al 
-ly,  -»Kayst 

Charity-able-y-ness,  Cherts 

Charter-ed,  Chert 

Chemical-ly,  Kay-Em 

Chemistry,  Kay-Em 

Chirography-ic-al,  Ker-Ger 

Christ,  generally  Kerst;  in  phr., 
sometimes  Kayst  or  Kay 

Christian,  Kreni;  in  phr.,  some- 
times Ker 

Church,     Cher-Chay;     in     phr., 
sometimes  Chay 

Cirele-d-ulate-ar-ation,        Skel, 


Skelt,  Skier,  Skelshon;  [Iss 

-Bel] 

Circuit,  Sket 
Claim,  Kel-( Em) 
Coalition,  Kay-Layshon 
Cogency,  Kay-Jen 
Cogitate-d-ion,   Kay-Jet 
Collateral,  Kay-Layter 
Collect-ed-ion,  Kel-Kay 
Collision,  Kelshon 
Collusion,  Kay-Layshon3 
Colonization,  Klenseshon 
Comfort-ed-able,      Ef-Ret,      or 

[Fert] 

Comforter,  [Ferter] 
Commission,  Shen 
Commonly,  Kay-El 
Company  (as  an  abbreviation), 

Kay,     generally     disjoined 

and  written  slightly  above 

preceding  stroke 
Conjecture-d-al,  Jay-Kay 
Conserve,  Iss-Ref 
Conservative-ism,  Iss-Ray-Vee 
Conservatory,  Iss-Reft-Ray 
Consideration,   Iss-Dershon;    in 

phrasing,     frequently     Iss- 

Deeshon 
Conspicuous-ly-ness,  Speei- 

Kays 

Contaminate-d-ion,  Tee-Men 
Contemplate-d-ion,  Tee-Emp 
Contemplative-ly-ness,  T  e  e  - 

Emp-(Lay-tef) 
Contention,  Tee-Enshon 
Continent-al,  Ten-Ent 
Contingency,  Tee-En-Jen 
Continual-ly,  Tee-Nel 
Continuation,  Tee-En-Shen 
Con'tract-ed,  Ter-Ket 
Contradistinguish-ed,    D  e  e  s  t  - 

Ing;  -tive,  -Vee 
Contrary,  Ter-Ray 
Contribute-d,  Beti 
Contribution,  Beeshon3 
Controversy,  Ver-Es,  or  Veri 
Controversial,  Veri-Shel 
Contumely    (a   noun   ending   in 

ly),  Tee-Em-Lay 
Convenience,  Veni 
Convenient-'ly,  Venti 


308 


CONTRACTIONS 


Conversation,  Verseshon 
Corporal-ly,  Ker-Prel 
Corporeal,  Ker-Pee-Rel 
Correct,  Ker1;   -ed  [Ker-Ted] 
Correspond-ed-ent-ence,     K  e  r  - 

Spendi 

Corrupt-ed-ly-ness,  Ker-Pet 
Council-sel-ed,    [Kays-Lay] ;    if 

fr.,  in  phr.,  Kay 

Councilor-selor,   [Kays-Lay-Ar] 
Covenant-ed,   Kay-Ven;    if   fr., 

[Kef] 

Crank,  [Kren-Kay] 
Credential,  Kred-En-Shel;  if  fr., 

[Kred] 
Criminal-ly-ity-ate-d-ation, 

Ker  i- Men 

Criticise- [ism],   Kret-Ses1 
Crucifixion,      Kers-Efshon,      or 

Kerseshon 

Culpable-y-ility,  Kel-Pee 
Curiosity,  Kers-Tee3 


Damage-d,  Dee-Em 

Damnation,  Dee3-Em-Enshon 

Deadly,  Ded-Lay 

Deal,  Dee-Lay;  in  phr.,  Dee;  as, 
good  deal,  Ged2-Dee 

Daughter,  Deei-Ter 

Debtor,  Det-Ar 

Decapitate-d-ation,  Dee-Kay- 
Pet 

Decease,  Dees-Es 

Deception-tive,  Dees-Pee  (shon- 
tiv) 

Declaim-ed-ant-er-ation-atory, 
Dee-Kel 

Declare-d-ation  (ative-atory), 
Dee-Kler 

Decline-able- ation,  Deei-Klen 

Declivity-itous,  Dee1-Kel-(Vet) 
-Vets 

Deferential,  Def-Ren 

Deficient -ly-ce-cy,  Dee-Ef-Shay. 
(Written  as  a  double-size 
Shon-hook) 

Defile,  Def-El 

Deform-ed-ity-ation,  Deei-Fer 

Degenerate-d-acy;  ation,  Dee- 
Jen;  Jayshon 


Degrade-d-ation,  Dee-Gred 
Rejected- ed-  (edlv)  -ion,  Dee- Jay 
Delegate-d, Del-Get;  if  fr.,[Delt] 
Deliberate-d-ly,  Del-Bret 
Deliberation,  Del-Bershon 
Delicate-ly ;  cacy,  Del-Ket;  Del 

-Kay 

Delicious-ly-ness,  Del-Shay 
Delusion,  Delshons 
Democrat-ic-cy,  Dee-Em 
Demonstrate-d;  ation,  Dee-Ems 

-Tret;  Tershon 
Dentist,  Dentst 
Denunciate-d-ion-or-ory,   D  e  e  - 

Nen 

Dopart-ed-ment-ure,  Dee-Pret 
Depend-ed-ence-cy-ent,      Dee- 

Pend 

Deplore-d-able-y,  Dee-Pier 
Deportment,  Dee-Pret-Ment 
Depositor-y,  Dee-Peester 
Deprecate-d-ion,  Dee-Per 
Depth,  Dee-Pee 
Depute-d-ation-y,   Dee3-Pet 
Derange-ment,  Der-En-Jay 
Derogate-d-ory-ily,  Der-Get 
Desecrate-d;  ation, Dee-Sk(r)et; 

Sker(Kay)shon 
Deserve-d-ly,  Dees-Ray 
Desiderata-um,   Dees-Dret 
Designate-d-ion-(ive),  Dees-Gay 
Desire,  Dees-Ar 
Desolate-d;      ation,     Dees-Let; 

Layshon 
Despicable-y-ness,     Dees-P  e  e  - 

Kay 
Despond-ed-ency-ent-ently, 

Dees-Pend 

Despot-ic-al-ly,  Dees -Pet 
Despotism,  Dees-Pets -Em 
Destinate-d-ation,  Dees-Ten 
Destine  -  Dees  -  Ten 
Destined-Dees-Tend 
Destiny,  Deest-En 
Destitute,  Dees-Tct 
Destroy,  Dees-Ter 
Destruction,  Dees- Tershon.  (See 

administer) 
Destructive,  Dees-Tref 
Detail,  Deti-El 
Detain-ed-ention,  Dee-Ten 


CONTRACTIONS 


309 


Deteriorate;  d;  ation,  Det-Ray- 

Ray-Tee;  Ted;  Rayshon 
L)eter,  Dee-Ter 
Determine-ation-ate-able-y, 

Dee-Tven 

Determined-ly,  Dee-Trend 
Detest;     ed;     ation,    Dets-Tee; 

Ted;  Dets-Tee(slion) 
Detract-ed,  Dee3-Ter 
Detriment-al,  Dee-Ter 
Develop-ment;  ed,  Dev-Pee;  Pet 
Devolve-d,  Dev-Vee 
Dexterity,  Dee-Kays-Tee 
Diameter-iieal-ly,  Dee-Emter 
Dictionary,  Dceshon-Ray 
Differential,  Def-Ren 
Dignify-fied-ty  (tary),  Dee-Gay 
Dilapidate-d-ion,    Del-Pet 
Diminish-ed-ution,  D  e  e  -  M  e  n. 

(See   admonish   and   domi- 
nate) 

Diploma-cy,  Dee-Pel 
Diplomat-ic-  (ist) ,  Dee-Pel-Met 
Disadvantage-d,  Dees-Jay 
Disadvantages-eons,  Dees- Jays 
Director,  Der-Ter 
Directory,  Der-Ket 
Disappoint-ed-ment,  Deesi-Pent 
Disarrange-ment,  Dees-Ray-Jay 
Discharge-d,  Dees-Chay 
Disclaim-ed-ation,  Dees-Kel 
Discord-ant-ance-ancy,      Deesi- 

Kred 
Discover-ed-ery-  (erer ) ,    Dees- 

Kef 

Discountenance-d,  Dees3-Kent 
Discrepancy,  Dees-Kay-Pen,  (or 

Pee) 
Discriminate-d-ly-ion  (ive) , 

Dees-Kay 
Disease-d,  Deesesi 
Disembitter,  Dees-Embter 
Disenchant-ed-ment,     Dees-En- 

Chent 
Disentangle-d-ment,    Dees-Ent- 

Ing 
Disinthrall-ed-ment,      Dees-En- 

Threl 

Disjunctive-ion,  Dees-Jay-Ing 
Disobedient-ly,  Deesi-Bed 
Disparage-ment,  Dees-Pee-Jay 


Disparity,  Dees-Pee 
Dispel,  Dees-Pee-Lay 
Display,  Dees-Pel 
Disrepute-able-ation,        Dees- 

Ray-Pet 
Disrespect-ful-ly,  D  e  e  s  - 11  a  y- 

Spee 
Dissatisfy-ed-action-atory, 

Deess-Tee 

Disseminate-d-ation,  Dees-Men 
Dissimilar-ity,  Deeses-Em 
Dissolute-ly,  Dees-Elt 
Dissolution,  Dees-Elshon 
Distance,  Dees-Tens,  or,  if  fr., 

Dee;  as,  long  distance,  Ing3- 

Dee 

Distensible-sion,  Dees-Ten 
Distinctive,  Deest-Vee 
Distinguish-ed,  Deest-Ing 
Distinguishable,     Deest-Ing-Bel 

(or  Bee) 

Distort-ed,  Dees-Tee-Ret 
Distract-ed-edly-er-ness,  Deess- 

Ter 

Distraction,  Dees3-Ter     (shon) 
Distribute-d-tion,  Decster 
District,  Dees-Ter-Ket,  or  Dees, 

or  Dee  [DeestJ 
Divert-ed,  Def-Ret 
Divulge,  Def-Jay 
Dominate-d-arit-ion,    Deei-Men. 

(See  admonish  and  dimin- 
ish) 

Door,  Dee-Ar  (in  phrasing,  Der) 
Doubter,   Dets-Ar.      (See   audi- 
tor, editor) 

Downcast,  Dee3-Kayst 
Downfall,  Dee3-Fel 
Downright,  Dee3-Nert  or  Dee3- 

Ret 

Downtrod-den,  Dee3-Tred 
Downward,  Dee^-Ard 
Dramatic-al-ly,  Der^-Met 
Drunk,   [Der-Kay].     Drink  and 

drank  written  the  same. 
Drunkard,  [Der-Kred] 
Dutiful,  Dee-Tef 
Dyspepsia-tic,  Dees-Pee-Pee 


310 


CONTRACTIONS 


Earth,  Ray-Ith,  or  Ith 

Eastward,  [Esti-Ard] 

Eccentric-al-ly-ity,  Kays-Enter 

Ecclesiastic-al,  Kelses-Tee 

Eclectic-ticism,  Kel-Kay 

Economy-ic-al-ly,  Keni-Em 

Editor,  Dee-Ter.     (See  auditor, 
doubter) 

Effect-ed-ual-ly,  Ef-Kay 

Effeminate-ness-ly-acy,  Ef-Men 

Efficient-ly-ce-cy,   Ef-Shay 

Elaborate-d,  El-Bret 

Electric-al-ity(ian),  Electro,  El- 
Kay 

Element,  El-Ment 

Embarrass,  Emb-Rays 

Embitter-ed,  Embter 

Embody,  Emb-Dee 

Emerge,  Em-Jay 

Emergency,  Em-Jen 

Emigrate-d,  Em-Gret 

Emigration,  Em-Gershon 

Eminent-ly,  Men-Ent.    (See  im- 
minent) 

Emphatic-al-ly,  Em-Fet 

Employ,  Em-Pel 

Employer,  Em-Pier 
.  Endanger,  En-Jer 

Endeavor-ed,  En-Def 

Encounter-ed,.  En-Kay-Enter 

Enlarge-ment,  En-Jay3 

Enlarged,  En-Jeds 

Enlighten-ed-ment,   We  1-  T  e  n 
[En-Elti] 

Enormity,  Neri-Em 

Entangle-d-ment,  Ent-Ing 

Enthusiast-ic-al-ly-m,  En-Ithses 

Entitle-d,  En-Teei 

Entrance,  Enter-Ens 

Envelop-e,  En-Vee-Pee 

Episcopal-ly-ian-ism-cy,     Pees- 
Kay 

Epistle,  Peesi-Lay.     (See  apos- 
tle) 

Equivalent-ce,  Kay-Vee 

Equivocal-ly,    Kay-Vee-Kel,   or 
Kefi 

Equivocate-d,  Kef-Ket 

Escape-d,  Es-Kay 

Especial-ly,  Es-Pee 

Essential-ly-ality,    Es-En 


Eternality,  Tren-Tee 
Ethnography-er-ic-al,      Ith-En- 

Ger 

Evaporate-d,  Vee-Pee 
Evening,  Veni 
Event-ual-ly-ate-d,  Vee-Net 
Everywhere,  [Ver-Ray] 
Exaggeratory,  Sjert-Ray 
Exceeding-ly,  Sdeei 
Exchange-d,  Kays-Chay 
Exclaim-ed-ation-tory,  K  a  y  s  - 

Kel 

Execute-d-ter,  Kays-Ket 
Executive,   Kays-Kaytiv 
Executor,  Kays -Ray 
Executrix,  Kays -Kays 
Exercise-d,  Kayses 
Exhort-  ed-ation  ( ative-atory ) , 

Kays-Reti 
Expect-ed-ation(ance-ancy-ant- 

er),  Spee 
Expedient-ly-ce-cy,    expedition, 

Speti 

Experiment-al-ist-ly,  Sper-Ment 
Expert-ness,  Spert 
Exponent,  Kays-Pen 
Export-ed-ation,  Kays-Pee-Pet 
Exporter,  Kays-Pee-Rayter 
Extemporary,  Stemp-Ray-Ray 
Extenuate,  Sten-Tee 
Extenuation,  Sten-Shen 
Exterminate-d-ion  (or-ory ) , 

Ster-Men 
Extinct-ion,     Extinguish-ed- 

(ment),  Kays-Tee 
Extraordinary,  Ster-Ard 
Extremity,  Ster-Tee 
Eyes,  Zeei 


Facetious-ly-ness,  Efs-Shay 
Facilities,  Efs-Elts 
Factious-ly-ness,  Ef3-Kay 
Faculty,  Ef-Klet 
Faith/Ef-Ith;   sometimes  indi- 
cated by  Ef;   as,  justifica- 
tion by  faith,  Jays-Ef 
Faithful-ly-ness,  Ef-Thef 
Fallacious-ly-ness,  Fol-Shay 
Familiar-ity-ly,  Ef-Em 
Fanatic-al-ly-ism,  Efs-Net 


CONTRACTIONS 


311 


Fantastic-al-ly,  Fent-Est 

Far,  Ef3 

Farm,  Ef-Ar-Em;  if  fr.,Ef3-Em. 
(See  affirm) 

Fastidious-ly-ness,  Efs-Ted 

Fatality,  Fet-Elt 

Favorite,  Ef-Vret 

Federal,  Efdher(Lay) 

Feeler,  FeP-Ar 

Ferocious-ly-ness,  Ef-Ray-Ish 

Fervent-ly-ness,    Ef-Ray-Vent 

Fictitious-ly-ness,  Ef -Kay-Tee- 
Shay 

Financial-ly,  Fen- (En);  or  if 
fr.,  Fen 

Firm,  Fer-Eni 

First,  Steh2;  occasionally  Efs; 
as,  for  the  first  time,  Ef- 
Efs-Tee 

Fiscal,  Efs -Kay- El 

Fix,  Ef-Kaysi,  or,  if  fr.,  Efsi 

Flexible-ility-ness,   Fels-Bee 

Forceful,  Ef-Rays-Ef 

Forever,  Ef-Vee 

Forbear,  Fer-Bee-Ar 

Forbid,  Fer-Bed 

Foreclose,  Ef-Kels 

Forego,  Fer-Gay 

Foreign,  Feni 

Foretell,  Fer-Tel 

Forgive-ness,  Feri-Gay 

Forgot-ten,  Fer-Get 

For  instance,  Ef-Stens 

Formal-ly-ity,  Freli 

Formerly,  Feri-Ar 

Fornicate-or,  Fen-Ket 

Fornication,  Fen-Kayshon 

Forsake,  Fer-Skay 

Forth,  Ef-Ith;  in  phrasing,  fre- 
quently Ef 

Fortune-ate-ly-ness,  Efi-Ret. 
(Unfortunate,  En- Fret) 

Forward-ed,  Ef-Werd 

Fractious-ly-ness,  Fer-Kay-Ish 

Fragment-ary,  Fer3-Gay 

Frank,  Fer3-Kay 

Frantic,  Fret3-Kay 

Fraternal-ly-ity,  Fertern 

Freedom,  Ferdi-Em 

Froward,  Fer-Ard 

Futility,  Feti-Elt 


Gallant-ly-ness-ry,  Glent 
Galvanic-ism-ist     (ize-d),    Gel- 

Ven 

Genteel-ly,  Jeti-El 
Gentile,  Jet2-El 
Gentle-y,  Jay-Ent 
Genuine-ly-ness,  Jay-Nen 
Geogi-aphy-ic-al-ly-er,  Jay-Ger 
Geology,  Jel-Jay 
Geometry,  Jay-Emt 
Geometric-al-ly,  Jay-Emter 
Gospel,  Gays-Pee;   if  fr.,  Gay; 

as,  minister  of  the  gospel, 

Men-Ester-Gay   • 
Governor,  Gef-Ray 
Gracious-ly-ness,  Ger-Ish 
Gravitate-d-tion-Ity,  Ger-Vet 
Grievance,  Gref-Ens 


Habeas  Corpus,  Hay-Ker 

Habit,  Bets 

Had  been,  [Dens] 

Handwriting,  NertS;  Ing-dot 

Haphazard,  Pees-Ard 

Hazard-ed-ous-ously,  Zee-Ard 

Heavenly,  Vee-Nel 

Hemisphere,  Ems-Fer 

Hence,  Ens 

Heart,  Art;  rarely  Ret;  as,  my 
heart,  Emi-Ret;  in  his 
heart,  Ensi-Ret 

Henceforth,  Ens2-Ef 

Her,  Ari;  rarely  Ray;  as,  let 
her,  Let-Ray 

Heredity-tary-itarily,  Hay-Ray 
-De't 

Hereto,  Ari-Petoid 

Heretofore,  Ret-Ef 

Herewith,  Ari-Ith 

Enclose  herewith,  [En-Kels- 
Ith] 

Hesitate-d-ion  (hesitant-ancy), 
Zet 

Hieroglyph-ic-al,  Ari-Glef 

High,  Petoid-Retoidi ;  rarely 
Hay;  as,  as  high  as,  Iss- 
Hays;  occasionally  Petoid; 
as,  high  pressure,  Petoid- 
Per-Sher;  high  priest,  Pet- 
oid- Perst 


312 


CONTRACTIONS 


Higher,  Ari 
Hindrance,  Ender-Ens 
History-ic-al-ly,    Esti-Ray;    in 

phr.,    sometimes    Est;     as, 

natural  history,  Net2-Est 
Hitherto,  Theri-Petoid 
Holiday,  Hay-Lay-Dee;    if   fr., 

[Lay-Dee] 
Holiness,  Hay3-Ens 
Holy  Ghost,  Hay3-Gay 
Honorable,  Ner-Bel;  if  fr.,  Neri 
Horizontal-ly,  Hay-Rays-Ent 
Horrible-y,  Ar-Bel 
Horticulture- al,  Art'-Kel 
Hospital-ity-able-y,  Hays-Pet 
Hour,  Ar3;   rarely  Ray;   as,  at 

this  hour,  Tee3-Dhees-Ray 
House     of     Representatives, 

Hays3-Ray 
Houses  of  Parliament,  HaysesS- 

Pee 

Hospital-ity-able-y,  Hays-Pet 
Hotel,  Tee-Lay 
Huge,  Retoid-Jay3 
Humble-y,  Em-Bel3 
Hypocrisy,  Peei-Ker 
Hypocrite-ic-al-ly,  Peei-Kret 
Hypothetic-al-ly,  Pee-Thet 


Identification,  Dent-Efshon 
Identify,  Dent-Ef 
Identity,  Dent- (Tee) 
Idolater-y,  Dee-Layter 
Illegible-y-ility,  El-Jay 
Illegitimate-ly-acy,  El-Jet 
Illiberal-ly-ality,  El-Brel 
lllogical-ly,  EP-Jay 
Illuminate-d-ation-tor,  El-Men 
Imaginable,  Jen3-Bee 
Imitate,  Met- Tee 
Imitator,  Met-Ter 
Immaterial-ly,  Emteri-Lay 
Immeasurable-y,  Em-Zher3 
Immigrate,  (i)Emi-Gret 
Imminent,  Meni-Ent 
Immoderate-ly-ness,  Medi-Ret 
Immoral-ly-ity,     Merli.        (See 

moral) 
Immortal-ly-ity,    Merti.      (See 

mortal) 


Impart-ed-ation,  Em-Pret.  (See 
import) 

Impassion-ate,  Empshons 

Impel,  Emp-Lay 

Impenitent,  Empent-Ent 

Imperfect-ly-ness,  Em-Prefi 

Implacable-y-ity-ness,  Em-Pel- 
Kay 

Implicit-ly-ness,  Em-Pelsi 

Imply,  Em-Peli 

Import- ed-ation-er,  Emp-Ret. 
(See  impart) 

Importunate-ly-ness,  Emp-Reti 

Impostor,  Empster.  See  am- 
bassador) 

Impoverish-ed-ment,  Emp-Ver 

Impracticable-y-ity- (ness),  Em- 
Pers-Ket 

Impregnate-d-ion-ble-y,  E  m  - 
Per-Gay 

Improper-ly,  Em-Per1 

Impropriety,  Em -Peri 

Improvidence-ent-ly,  Em-Preft 

Impulse,  Emp-Lays 

Impunity,  Empen-Tee3,  or 
Empen3 

Impure,  Emp-Ray3 

Impurity,  Emp-Ret3 

Inaccuracy,  En-Ker3 

Inaccurate-ly,  En-Kret3 

Inapplicable-ity(ness),  En-Pel3- 
Kay 

Inauspicious-ly-ness,  Ens-Pee- 
Ish 

Incapable-y-ness,  En-Kay-Bee 

Incline-ation,  En-Kleni 

Incomplete-ness,  En-Pletl 

Include-d,  En-Kled 

Indebt-ed-ness,   [En-Det] 

Indefinite-ly-ness,  End-Ef 

Indemnify-ied-ity,  Endi-Em 

Indent-ed-ure-d,  End-Ent 

Independent-ce-cy-ly,  End-Pend 

Indescribable- y,  End-Skay-Bel 
(or  Bee) 

Indicate-d,  Endi-Ket.  (See  In- 
duct) 

Indication,  Endi-Kayshon 

Indict-ment,  Endi-Tee 

Indifferent-ce-ly,  En-Def 

Indigested-ible-ness-ion,  End- 
Jayst 


CONTRACTIONS 


313 


Indignant-ly-tion-ity,  Endi-Gay 

Indirect- ly- ness,  En-Der 

Indiscreet-ly-ness,  Endsi-Ket 

Indiscriminate-ly-ation,    Ends1- 
Kay 

Indispensable-ness-bly,      Ends- 
Pens 

Indissoluble-y-ity-bleness,  Ends 
-EU 

Indite-d-ment,  End-Teei 

Individual-ly-(ism),  End-Vedi 

Individuality,  End-Vedi 

Indivisible-ity-bleness,      E  n  d  - 
Veesi 

Induct-ed,  End-Ket.     (See  indi- 
cate) 

Induction,  End-Kayshon 

Indulge,  End-Jay 

Indulgent,    End-(u)Jent.      (See 
intelligent) 

Inevitable-y,  En-Vet2-Bel.    (See 
unavoidable) 

Infallible-y,  En-Ef-Bel  (or  Bee) 

Infallibility,  En-Ef-Blet 

infect- ed,  Nef-Ket 

Infer-red-ence,  En-Ef 

Inferential-ly,  En-Fen 

Inferior-ity,  En-Efi 

Infidel-ity,  En-Fed* 

Infinite-y-ly-  (ness-ive-ude) , 
Nefti 

Infirm-ity-ly-ness-  (ary ) ,      E  n  - 
Fer2 

Inflexible-y-ity-ness,      En-Fels- 
Bee 

Inflict,  En-Feli 

Influential-ly,  Eni-Shel 

Inform-ed-er,  En-Feri 

Infringe-d-ment-r,  En-Freni 

Ingenuity,  En-Jay-Net 

Inglorious-ly-(ness),  En-Gels 

Inhabit-ed-ant-ancy-able,      En- 
Beta 

Inherit-ed-ance,  En- Arts 

Iniquity,  [En-Ket1] 

Initial,  Eni-Shel 

Injudicious-ly-ness,  En-Jedi-Ish 

Inordinate-ly-ness,  Nerd-Net 

Inquire-y,  En-Weri 

In  regard,  Neri-Ged 

Inseparable- y,  In-Sper-Bel 


Insignificant-ly-ce-cy,  Ens-Gay 
Insipid-ly-ity-ness,  Ens-Pedi 
Inspect-ed-ion-(or),  En-Spee 
Instant,  Ensti,  following  dates 
Instructor,  Ins-Terter 
Insubordinate-tion,  Ens-Beei 
Insurmountable  -y  -  i  t  y,   Ins. 


Insurrection-al-ary,  Enseshon 
Intangible-ness-ity,  Ent-En-Jay 
Integrity,  Ent-Gret 
Intellect-ual-ly-(uality),    Enti- 

Ket 
Intelligent-ly,   Ent-Jent.      (See 

indulgent) 

Intelligence,  Ent-Jens 
Intelligible-y-(bleness),     Ent- 

Jay 

Interest,  Ent  a- Tee 
Interfere-d-ence,  Ent-Efi 
Interpret-ed-ation,  Ent-Pret 
Interrogate-d,  Ent-Get 
Interrupt-ed,  Ent-Pet 
Intimidate-d-ion,  En^-Med1 
Into,  En-Tee 
Intolerable-y-ant-bleness-ance, 

Ent-Eli 

Tntoxicate-d,  Ents-Ket 
Intrepid-ly-ity,  Enter-Ped 
Intricate-ly-ness,  Enteri-Ket 
Introspect-ed-ion,  Ent-Spee 
Inutility,  In-hook-Telt 
Invention,  En-Ven 
Invent-ed-or-ive-  (ory),  En-Vent 
Investigate-d,  En-Vees-Get 
Investigation,  En-Veeseshon 
Inveterate-ly-ness,     En-Veeter- 

Tee 
Invisible-y-ity-b  1  e  n  e  s  s,     En- 

Veesi 

Invite-d-ation,  En-Veti 
Involve-d,  En-Veei 
Irrecoverable-y-bleness,  Ar-Kef 
Irregular-ly-ity,  Ar-Gay 
Irresistible  -  y  -  ility  -  bleness, 

Arses-Tee 

Irrespective-ly,  Ar-Spef 
Irresponsible-y-ility,  Ar-Spens 
Irrevocable-y-ity-bleness,     A  r  - 

Vee 
Item,  Teei-Em 


314 


CONTRACTIONS 


Jealous,  Jels 
Jealousy,  Jel-Es 
Jeopard-ed-y,  Jay-Pred 
Jcsuit-ic-al-ly-ism,  Jay-Zet 
Jesus  Christ,  Jay -Kay 
Joyous-ly-ness,  Jayi-Es.      (See 

religious) 

Judicial-ly,  Jed^sh 
Judiciary,  Jedi-Sher 
Judicious-ly-ness,  Jed*-Shay 
Jurisprudence,  Jers-Pee 
Juror,  Jer3-  (Ar) 
Just-ly-ice-ness,  Jayst 


Keeper,  Kay-Per;  in  compound 
words,  sometimes  Per;  as, 
bookkeeper,  Bee3-Per 

Knowledge,  En-Jay 


Largely,  Jay3-Lay 

Latitude,  Let-Ted.  (See  alti- 
tude) 

Lead,  Eldi;  [if  desired,  to  dis- 
tinguish from  conflicting 
forms,  Lay-Dee] 

Lecture,  Lay-Kay-Ter,  or  Lay 
(or  El) -Kay 

Legacy,  El-Gay- (Es) 

Legible-y-ity,  Lay-Jay 

Legislate-d-ive-ion-ure-or,  Lay- 
Jay 

Legislator,  [Lay-Jay-Ar] 

Legitimate  -  d  -  ly  -  cy-ion  -  ness, 
Lay-Jet 

Levite-icus-ical,  Layi-Vet 

Lexicography-ic-al-er,  La  y  s  - 
Kay-Ger 

Liberal-ly-ity-(ism),  Layi-Brel 

Libidinous-ly-ness,  Layi-Bed 

Licentious-ly-ness,  El-Sen-  (Ish) 

Life,  generally  Lay-Ef;  some- 
times El-Ef ;  as,  in  this  life, 
En-Dhees-El-Ef;  some- 
times indicated  by  Ef;  as 
eternal  life,  Tren-Ef;  in 
life,  Neli-Ef 

Literal,  Layter-(Lay) 

Literary,  [Leti-Ray] 


Literature,  [Leti-Ter] 
Lithograph-y-ic-al-er,    Lay-Ith- 

Ger 

Logic-al-ly,  Layi-Jay 
Long-suffering,  Ing3-Sef 
Look[s]-ed  like,  Lay3-Kel-Kay 
Loquacious-ly-ness,      Lay-Kay- 

Ish 
Loving- kindness,  Lef-Kend 


Machine,  Em-Ish;  or,  if  fr.,  Em 
Machinery,  Em-Ish-Ray 
Machinist,  Em-lsh-Steh 
Magazine,'Em-Gay 
Magistracy,  Em-Jay- (Ster-Es) 
Magistrate,  Em-Jay- (Stret) 
Magnet-ic-al-ly-ism,  Em-Gen 
Magnificent-ly-ce,  Emi-Gay 
Magnify-ied-ier,  Em-Gay 
Maintenance,  Ment-Nena 
Majesty-ical-ly,  Em3-Jay 
Majority,  Em-Jerti 
Malevolent-ly-ce,  Mel-Vee 
Malform-ed-ation,  Mel-Fer2 
Malicious-ly-ness,  Mel-Ish 
Malignant -ly-ce-cy,     Malignity, 

Meli-Gay 
Manager,  Em-Jer 
Manifest-ed-ation,     1  y  -  n  e  ss, 

Emi-Ens 

Manipulate-d,  Em-En-Plet 
Manufacture-d-r-ing-ory,    E  m  - 

(En)-Ef 

Manuscript,  Em-Ens-Kay- (Pet) 
March,  Em-Chay3 
Margin-al,  Em-Jen3 
Mark,  Em3-Kay 
Marked- et,  Em3-Ket 
Marriage,  Em- (Ray) -Jay 
Martyr,  Mert-Ray3 
Marty  red- dom,  Mert-Red3 
Material-ly,  Emter-Lay 
Maternal-ity,  Emtern 
Mathematic-al-ly-ian,     Em-Ith- 

( Met) 

Matrimony-ial-ly,  Emter-Em 
Mature,  Met- Ray s 
Matured-ity,  Met-Rets 
Maxim-imum,  Ems-Em 
Meanwhile,  Em-Neli 


CONTRACTIONS 


315 


Mechanic'al-ly-ism,  Em-Kay 
Medical-ly,  Med-Kel;  if  fr.,  Med 
Medicine,  Med- (Sen) 
Mediterranean,  Med-Tren 
Melancholy-ily,  Mel-Kel 
Meliorate-d,  Mel-Ret 
Membrane,  Em-(Em)-Bren 
Memorable-y,  Em-Em-Bel 
Memoranda-urn,  Em- Em 
.Memory,  Em-Em 
Mercantile,  Mer-Kent 
Mercenary-ily-iness,    Em-Rays- 
En 

Merchant-disc,  Em-Chent 
Mesmeric-al-ly-(ism),  Ems-Em 
Message,  Ems-Jay,  or  Em§2 
Messenger,  Ems-Jer 
Messrs.,  Ems-Rays 
Method-ic-al-ly-ism,  Em-Thed 
Methodist-ic-al-Iy,  Em-Thedst 
Metropolitan,  Emter-Pel1 
Microscope-ic-al-ly,     Em-Skay- 

Pee 

Middle,  Med-Lay.     (See  model) 
Migrate-d,  Em-Gret1 
Militate,  Melt1- (Tee) 
Military,  Melt-Ray 
Millionaire,  Melen-Ar 
Mingle-d,  Em-Ing1 
Minim-imum-ima,  Men-Em1 
Minister-ed-ial-ly,  Men-Ester 
Ministry,  Men-Est-Ray 
Minority,  Emi-Nert 
Minute,  Men-Tee  [Menti] 
Minute',  Em-En-Tee 
Misfortune-ate,  Ems-Fret1 
Mistake,  Ems-Tee 
Mistaken,  Ems-Ten 
Mixture,  Em-Kayster 
Model,  Em- Del 

Moderate-d-ly-(ness),  Emder1 
Moderator,  Emderter 
Modest-ly-  (ness),  Medsti 
Mohammed-ism-an-anism,    Em- 

Med 

Moisture,  Emster1 
Moment-ous-ly-ness-um,       Em- 

Ment 

Monopoly,  Men-Pee- (Lay) 
Monotony,    Em-En-Tee-En 
[Ment-En] 


Monster,  Em-Ensteri 
Monstrous-ly-ity,  Men-Steea 
Month,  Em-Ith " 
Monthly,  Em-Ith-Lay 
Monument-al-ly,  Men-Menti 
Moral-ly-ity,    Merl.      (See    im- 
moral) 

Mormon-ism,  Mer-Men1 
Morn- ing,  Men1 

Mortal-ly-ity,  Mert.      (See  im- 
mortal) 

Mortgage-d,  Mer-Gay1 
Most  High,  Ems-Hay 
Mrs.,  Ems-Es   (Miss,  Ems1) 
Multiform-ity,  Melt-Fer1 
Multiply-ied-  (ication)  -multi- 
tude, Melt2 

Municipal -ity,  Em-Ens-Pee 
Munificent-ly-ce,  Em-En-Ef1 
Murder,  Merd-Ray 
Mysterious-ly,  Ems-Ters 


Narcotic-al-ly-ism-tine,  Ner-Ket 
Natural- ly,  N«t2-(El)' 
Nauseous-ly-ness,  En-Ish 
Navigate,  Nef-Get 
Neglect-ed,  En-Gay 
N"eglectful-ly,  En-Gef 
Negligence-ent-ly,  En-Gel 
Negotiation,    if    fr.,    [En-Gays- 

eshon] 

Neutrality,  Enter- Elt 
Nevertheless,  EnfVee 
Newly,  Ens-El 
Next,  Enst2;  in  phr.,  freqviently 

Ens;  as,  next  time,  Ens2-Tee 
Nohow,  En-Hay 
Nobody,  En2-Bed 
Noisy,  En-Zee 
Nominate-d-ive-ion-  (or ) ,       En1 

-Men 

Non-conduction,  NenfDeeshon 
Non-conductor,  NenfDee-Ket 
Non-conformity,  NenfEf 
Non- conformist,  NenfEfst 
Non-contagious,  NenfTee-Jays 
Nondescript,  Nends-Kay1 
Nonentity,  En-Nent 
Nonsense,  En- (En) -Sens1 
North- (ern)  Ner1 


316 


CONTRACTIONS 


Nothing,  En-Ith 

Notwithstanding,  EnfTee 

Nourish-ed-able-ment,  Ner-Ish 

Novelty,  En(o)-Velti 

Now,  En2-Petoid;  initially  in 
phrases,  En3;  as,  now 
there  is,  EnthersS;  now  it 
is,  Netss 

Nowhere,  En2-Wer 

Noxious-ly-ness,  En-Kay-Ish 

Nuisance,  En-Sens' 


Obedient-ly-ce,  Bedi 
Obligate-d-atory,  Bel-Get 
Obliterate-d,  Blet-Ret 
Oblivion-ious-ness,  Blefi 
Obnoxious-ly-ness,  Bee-En-Kay 
Obscure-ly-ity,  Bees-Kay 
Observe-d-  (r)  -ation-ance-ant, 

Bees -Ray 
Obsolete-ness,  Beesi-Let.      (See 

absolute) 

Obstinate-cy-ly,  Beesi-Ten 
Obstruct-ed,  BeesrTer    (see  ab- 
stract) 

Obstruction,  Bees-Tershon 
Obstructive,  Bees-Tref 
Occasion-al-ly,  Kayshon 
Odd  (and  its  derivatives),  Dee*, 
vocalized      to      distinguish 
from  other  frequent  words 
of  same  outline 
Offer,  Fer2 

Officious-ly-ness,  Efi-Ish 
Oligarchy-al-ical,  El-Ger 
Omit,  Em-Tee 
Omitted,  Em-Ted 
Omnipotent-ly-ce-cy,  Men-Pee 
Omniscient-ly-ce-cy,  Men-Ish 
Onset,  Retoid-Stee 
Onto,  Retoid-Petoidi 
Operate-d,  Preti 
Orator,  Ar-Ter 
Ordain-ed-er,  Redi-En 
Origin-al-ly-ity,  Rayi-Jen 
Originate,  Rayi-Jay-Net 
Orthodox-ly-ness-y,  Rayi-Ith 
Orthography-ic-al-ly-er,    R  a  y  - 
Ith-Ger 


Ostentatious-ly-ness-ion, 

Ent 

Outward-ly,  Tee3-Ard 
Overwhelm-ed,  Veri-El 


Esti 


Pacific,  Pees-Ef 

Panoram-ic,  Pee-Ner-Em 

Pantheism,  Pen-Ith 

Pantheist-ic-al,  Pen-Itlist 

Pantomime-ic-al,  Pent-Em 

Papacy,  Pee-Pee-(Es) 

Papist-ic-al-ry,  Pee-Peest 

Parisian,  Pee-Rayshon 

Part,  Pret;  sometimes  Pee;  as, 
party  of  the  first  part,  Pee- 
Efs-Pee 

Pastoral,  Pees-Trel 

Paternal-ly,  Pet  -Ren 

Pathetic-al-ly-alness,  Pee-Thet 

Pathology-ic-al,  Pee-Ith-Jay 

Patriot-ic-ism,  Pee-'lret 

Patron-age,  Pet-Ren 

Pattern,  Pets-Ren 

Peculiar-ity-ly,  Pee-Kay 

Pecuniary-ly,  Pee-Ken 

Pedant-ic-al-ly-ry,  Pee-Dent 

Peevish-ly-ness,  Pefi-Shay 

Pencil,  Pees-Lay 

Penetrate-d,  Pent-Ret 

Penitentiary,  Pent-En- (Slier) 

Per,  Per 

Per  cent-ury-um,  Per-Sent 

Peradventure,  Pred-Vent 

Perceptible-y,  Pers-Pet 

Perfect,  Pref 1 

Perfected,  PreP-Ket 

Perform-ed-ance- (er),  Per-Fer 

Perhaps,  Per-Pees 

Periodical-ly,  Pee-Red-Kel 

Perish,  Per-Ish 

Permanent-ly-ce-cy,  Per-Men 

Permit-ted,  Per-Met 

Perpendicular-ly-ity,  Per-Pen 

Perpetual-ly-ate-ed-ation-uity, 
Pee-Ray-Pet 

Perplex-ity,  [Per-Pels] 

Persecute-d,  Pee-Rays-Ket 
[Pers2-Ket] 

Persecution,  Pee-Rays-Kayshon 
[Perseshon2].  (See  prose- 
cution) 


CONTRACTIONS 


317 


Person,  Pers 
Persons,  Perses 
Personage,  Pers- (En) -Jay 
Pertain  Pee-Ret-En.      (See  ap- 
pertain) 

Pharisee-aic-al-ness-ism,  Fer-Es 
Phenomenon-a-al,  Fen-Em 
Philanthropy-ic-al-ist,  Flen3 
Philosophy-ic-al-ly,  Fels-Ef 
Phonetic-al-ly,  Ef-Net 
Photography-ic-al-er-ist,     Feti- 

Ger 

Phrenology-ic-al-ly,  Fren-Jay 
Physical-ly,  Efs-Kel,  sometimes 

Efs  in  phrasing 
Physiology-ic-al-ly,  Efs-Jay 
Placable-ness-ity,  Pel-Kay 
Place,  Pels;  sometimes  Pel;  as, 

in  the  first  place,  En-Ef-Pel 
Plenty-ful-ly-ness,  Plent 
Political-ly,  Pleti-Kel 
Ponderable-ility,  Pend  i-Bee 
Pontiff-ical,  Pent'-Ef 
Poor,  Pee-Ar 
Popular-ly-ity,  Peei-Pee 
Populate-d,  Pee-Pee-Let 
Population,  Pee-Pee-Layshon 
Portion,  Peeshon 
Postal,  Pees-Lay 
Posterity,  Pees-Tee 
Potential-ly-ity,   potency,   Pee- 

Ten 

Power,  Pee3-Ray 
Powerful-ly-ness,  Pee3-Ref 
Practicable-ly-ity-bleness,  Per3- 

Ket 

Practical-ly-ity-alness,  Pers 
Practiced,  Persts 
Precious-ly-ness,  Per-Ish 
Precipitate-d-ion-or,  Pers1 -Pet 
Predetermine-ation,  Pred-Tren 
Predicate-d,  Prcd-Ket 
Predict-ed,  Predi-Ket 
Predominate-d-ion-nt-nce-ncy, 

Predi-Men 

Pre-eminence,  Per -Men- Ens 
Prefigure-d-ation-ative,   P  r  e  f  - 

Gay 

Pregnant-ly-cy,  Per-Gay 
Prejudicial-ly,  Per-Jed-Ish 
Premature,  Per-Met-Ray 


Prepare-atory-ation,      Per-Pee- 

Ray   [-atory,-Ret] 
Prerequisite,  Per-Ray-Kay 
Prerogative-d-ively,   Per  -  Ray  - 

Gay 
Presbyter-y-ial-ian-ianism, 

Pers-Bet 

Prescribe-d,  Peri-Skay 
Present'-ed-ation,  Pers-Ent 
President,     Pers-Dent;     if     fr., 

Pers. 

Presidential,  Pers-Den 
Preserve-d-(r)-ation,  Pers-Ray 
Prestige,  Pers- (Tee) -Jay 
Presumptuous-ly-ness-tive, 

Pers-Emt 

Pretentious-sive-sion,  Per-Ten 
Prevalence,  Per-Vel 
Principality,  Per  :  (Tee) 
Privilege-d,  Per-Vel  or  1 
Probable-y-ility,  Per-Bee 
Problem-atical-ly,  Peri-Bel 
Proclaim-ed-ation-(er),  Per-Kel 
Prodigious-ly-ness  Pred^Jay 
Product,  Per-Dee  [Pred-Ket] 
Production,  Per-Deeshon 
Productive,  Per-Def 
Proficient-ce-cy,  Per-Ef 
Profligate,  Prefi-Get 
Profound-ly-ness-undity,     Pref- 

End 
Prognosticate-d-ion-  (or ) ,     Per1- 

Gay 

Prohibit-ed,  Peri: Bet 
Pro'ject,  Peri -Jay 
Project'-ed,  Per -Jay 
Prolific-al-ly,  Prelfi 
Prominent-ly-ce-cy,       Perl-Men 
Promote-d,  Per3-Met 
Promoter,  Per3-Emter 
Prompt-ed-ness-ly,  Peri-Met 
Promulgate-d-ion,  Mel 
Proper -ly-iety,  Per1.      (See   ap- 

propriate) 
Property,  Peri-Pee 
Prophecy-sy,  Prefi-(Es) 
Prophetic-al,  Prefiti-Kay 
Proportion,  Per-Peeshon 
Propose,  Per-Pees 
Proscribe-d-r,  Per-Skay 
Prosecute-d,  Persi-Ket 


CONTRACTIONS 


Prosecution,  Persi-Kayshon,  or 
Perseshon1.  (See  persecu- 
tion) 

Prospect-ed-us^  Persi-Pee 

Prospered-ity,  Pers-Pret 

Protect-ed,  Pret-Ket 

Protestant-ism,  Pretsi-Tent 

Protest,  Prets2-Tee 

Protracted,  Per3-Ter 

Providential-ly,  Preft-En 

Proximity,  Persi-Met 

Prudential,  Per-Den 
•  Public-ly-ation,      publish-ed-er- 
(ment),  Pee-Bee 

Pugnacity-ous-ly,  Pee-Gay 

Pulpit,  Pel-Pee 

Punctual-ly-ity,  Pee-Ing 

Punctuate-d-ion  [if  fr.,  Pee- 
ing] 

Pure,  Pee-Ray 

Purely,  Pee-Rel 

Purify,  Pee-Ray-Ef 

Puritan-ic-al-ism,  Pee-Ret-En 

Purity,  Pee- Ret 

Purport-ed,  Pee-Pee-Ret 

Purpose,  Pee-Pees 

For  the  purpose,  Ef-Pee 

Pursuance,  Pee-Ray-Es- (Ens) 

Pursue,  Pee-Ray-Es 

Pursued,  Pee-Rays-Dee 

Pursuit.  Pee-Rays-Tee 

Quadruped,  if  fr.,  Ked-Pedi 
Quantity,  Kenti-(Tee) 
Quarantine,  Krenti-(En) 
Quarter,      Kay-Werter      [Kay- 
Wert] 

Raised  [Ray-Steh  (shaded)] 

Rapid-ly-ness-ity,  Ray-Ped 

Rash,  Ray-Ish 

Ration-al,  Rayshons 

Read  (past  tense)  [Ardi],  same 

as  read  (present  tense) 
Reader,  Arderi  (See  writer) 
Realization,  Relseshoni 
Recant-ed-(er-ation),      Ray3- 

Kent 
Rccapitulate-d-ion,    Ray  -  Kay  - 

Pet 


Recent-ly,  Rayi-Sent 

Reciprocate-d-ion,  reciprocal-ly- 
ness-ity,  Rays-Per 

Reclaim-ed-ation,  Ray-Kel 

Recollect- ed- ion,  Ray-Kel-Kay 
[if  fr.,  recollect-ed,  Ray;  re- 
collection, Rayshon] 

Reconcile,  Ray:  Slay  [Ray- 
Slay] 

Reconciliation,  Ray :  Slayshon 
[Ray-Slayshon] 

Recover-ed-y-  (or),  Ray-Kef 

Recriminate-d-ion-ive-  (ory), 
Ray-Ker-Men 

Recruit-ed  (er-ment),  Ray3- 
Kret 

Redeem,  Ardi-Em 

Redeemer,  Ardi-Mer 

Redeliver-y,  Ar-Del 

Redound-ed.  Red3-End 

Reduction,  Ray-Deeshon 

Redundant- ly-ce-cy,  Red-End 

Refer-red-ence,  Ray-Ef 

Refers-ences,  Ray-Efs 

Renect-ed-ion-  (ive-or ) ,  Ray-Ef - 
Kay 

Reform-ed-er-  (ist)  -atory- 
(ative),  Rayi-Fer 

Refresh-ed- (ment),  Ray-Fer-Ish 

Refute-d-ation,  Ray-Fet 

Regarding,  Ray3-Gred: Ing-dot; 
or  [Rayi,  quite  slanting], 

Regard-ed,  Ray3-Gred 

Regenerate- d-cy-( ness),  Ray- 
Jen 

Regular-ly-ity,  Ray-Gay 

Regulate-d-(or),  Ray-Glet 

Reject-ed-ion-(er),  Ray- Jay 

Relative  (noun),  Reltiv 

Relative  (adj.),  relatively,  rela- 
tion, relate-d,  Rel 

Relevant,  Rel-Vent 

Relevancy,  Rel-Ven 

Reliable-y,  ReU-Bel 

Reliance,  Relensi 

Religious-ly,Jaysi.  (See  joyous) 

Relinquish-ed-(er)-ment,  Rel- 
Ing 

Relish,  Rel-Ish 


CONTRACTIONS 


319 


Reluctant-ly-ce-cy,  Rel-Ket 
Remember,  Ber;   [in  phr.,  some- 
times Bee;  as,  I  do  not  re- 
member, Retoid-Dent-Bee] 
Remainder,  Ar-Mend 
Remarkable-y,  Mer-Bel 
Remit-ted-tance-tent,  Ar'-Met 
Remonstrate-d-(or),  Ar-Ems- 

Tret 

Render-ed,  Ray-Ender 
Renewed,  Rays-En-Dee 
Renunciate-d-ion,  Ray-Nen 
Reorganize,    Ray-Gens;    ation,- 

Genseshon 

Repeat-ed-ition-  (er),  Rayi-Pet 
Repel,  Ray-Pee-Lay 
Repent-ed-ant-ance-(er),     Ray- 
Pent 

Replenish-ed,  Ray-Plen 
Reply,  Ray-Pel 

Report-edj  Ray-Pee-Ret;    [Ray- 
Fret] 

Reporter,  Ray-Perter 
Reprehend-ed-(er),  Ray-Prend 
Reprehensible-y-ness-ility,  Ray- 

Prens 
Reprehension-sive-(sory),    Ray- 

Pren 

Represent-ed,  Ray-Pee 
.Representation,  Ray-Peeshon 
Representative,  Ray-Peetiv 
Republic-ation,         republish-ed, 

Ray -Pee -Bee 

Repudiate-d,  Ray-Pee-Det 
Repugnant-ly-ce-cy,      Ray-Pee- 

Gay 

Repute-d-ation,  Ray3-Pet 
Request-ed,      Ray-Kayst       [or, 

your  request,  Yay-Kayst] 
Require,  Rayi-Ker 
Requisite-ness,  Ray-Kay 
Resemble-d-ance,  Ar-Sem 
Resent-ed-ment,  Rays-Ent 
Reserve-d-ly-ation,  Rays-Ray 
Resignation,  Rays-Gay 
Resist-ible-ility,  Rayses-Tee 
Resolution,  Rays-Layshon 

[Rayseshon] 

Respectable-y-ility-ness,     Ray 
Spee-Bee 


Respect-ed-  (er)  -ing-ful-ly,  Ray 
Spee 

Respeetive-ly,  Ray-Spef 

Resplendent-ly-ce-cy,  Rays- 
Plend 

Responsive-ly,  Rays-Pen 

Restore-d-ation-er  [Rayster]- 

Restrict-ed,  Rays-Ter 

Resurrect-ed-tion,  Rays-Ray 

Retail,  Art-Lay 

Retain,  Ret2-En 

Responsible-y-ity-(ness),  Rays- 
Pens 

Retard-ed,  Arts-Ard 

Retire-ment,  Artx-Ar 

Retired,  Arti-Ard 

Retract-ed,  Ray3-Ter 

Retraction,  Rays-Tershon 

Retrospect,  Art-Ray-8pee 

Return-ed,  Raytern 

Revenge,  Ray-Vee-Jay 

Revenged,  Ray-Vee-Jed 

Revengef  ul-ly-ness,  Ray- Vee- Jef 

Revenue,  Ray-Vee 

Reverend,  Ray-Vee 

Reverential-ly,  Ref-Ren 

Reverent-ly,  Ref-Rent 

Revive-d-al,  Rayi-Vee 

Revivify,  Rayi-Vee-Ef 

Rhetoric-  al-ly,  Art -Ray 

Rheumatic-ism,  Ars-Met 

Ridicule,  Rcdi-Kel 

Righteous-ly-ness  [Ray-Chays] 

Rigid-ity-ness-(ly),  Rayi-Jed 

Roman  Catholic,  Ar-Kay-(Ith) 

Royal,  Ray -El 

Royally,  Ray-Lay 


Sabbath,    Iss-Bee3-lth;     if    fr., 

Iss-Bee3 

Samaritan,  Sem-Ret-(En) 
Sanctify-ied-  (ier)  -cation,    Sing- 

Ket   [Sing] 

Sanctimony-ious-ly-ness,    Sing- 
Em 

Sanguine-ly-ness,  Singen 
Sanguinary,  Singen-Ray 
School,    Skels    [or    2] ;    jn    phr., 
Skay  may  be  used;  as,  re- 
form school,  Rayi-Fer- 


320 


CONTRACTIONS 


Skay;       in      our       school, 

Neri-Skay 
Science,  Esi-Ens 
Scientific-al-ly,  Esi-Ent 
Sculpture-d-(al)-or-(ile),    Skel- 

Pet 

Search,  Iss-Chay 
Secretary,     Skret,      [Sket     for 

more   convenient  phrasing] 
Select-ed,  Slay-Kay 
Selection,  Slayshon 
Selfish-ly-ness,  Sish 
Senate,  Sent 
Senator,  Senter 
Sententious-ly-ness,      Sent-En- 

Ish 
Sentiment-al-ality-ally       (ism), 

Sent-Ment 
Separate-d,  Spret  [rarely  Spet; 

as,    under    separate    cover, 

End2-Spet-Kef] 
Serpent,  if  fr.,  Spent 
Servant,  if  fr.,  Svent 
Service,  if  fr.,  Svees 
Session,      Iss-Shen,       [Esshon] 

when  not  convenient  to  add 

Isseshon  to  preceding  stroke 
Shade,  Isht 
Shadow,  Ish-Dee 
Shake,  if  fr.,  Ish 
Sickness-ens,  [Skayens1] 
Sight,   Steel;    rarely,   Est;    as, 

eyesight,  i-Esti 
Signature,  Sgayi-(Net) 
Simultaneous-ly-ness,  Sem-Let 
Skeptic-al-ly-ism,  Skay-Pet 
Snare,  Sen-Ar 
Sneer,  Sneri 

Sociable-y-ity  (ness),  Sish-Bee 
Social-ly-ity-ness-ism,  Iss-Shel 
Society,  Es-Stee;    in  phr.,   fre- 
quently tEs,  or  -Es 
Soldier,  Slayder 
jSolemn,  Sel  (downward) -Em 
Solitary,  Sleti-Ray 
Somehow,  Sem-Hay 
Something,  Sem-Ing 
Somewhere,  Sem-Ray 
Somnambulic-ist-ism-(ation), 

Smen-Bee 
Sorrowful-ly-ness,  Iss-Refi 


Southern,     Iss-Dhen     [or     Iss- 

Dhee;   as,  Southern  States, 

Iss-Dhee-Stets] 
Southwest-ern,  Swayst 
Sovereign-ty,  Sveni 
Spacious-ly-ness,  Spee-Ishes 
Specification,  Speeseshon 
Specific-al-ly-ness,  Speesi-Ef 
Specious-ly-ness,  Spee-Ish 
Speculate-d-or-(ory),  Spee-Klet 
Speech,   Spee-Chay;    sometimes 

Spee;  as,  in  his  speech,  En- 

Ses-Pee 
Spirit,     Spreti;      in     phrasing, 

sometimes    Spet;    as,   Holy 

Spirit,  Hays-Pet 
Stagnate-d-ion-nt-ncy,    Steh- 


Standard,  Sted-Ard 

Starvation,  Strefeshon 

State,  in  phrasing,  Stet   (same 

form    used    when    written 

alone  will  avoid  hesitation) 
Statement,  Stet-(Ment) 
Steadfast,  Steh-Def-Est 
Steam  pipe,  Steh-Einpi 
Steamboat,  Steh-Emp 
Stereotype,  Stret-Pee 
Stockholder,     Steh- Kay  i- Elder; 

if  fr.,  [Steh-Laydher] 
Straightforward,  Stref-Ret 
Stranger,  Iss-Ter-Jer 
Strategic-al-lv,  Stret-Jay 
Strength,  Iss-'Ter-Ith 
Strengthen,  Iss-Ter-Then 
Stretch,  [Ster  (loop)-Chay] 
Subject,  Iss-Bee 

Upon  the  subject,  like  Peea- 

Ber 

Subjugate-d-ion,  Sbee-Jay 
Submerge,  Sbee-Em-Jay 
Subscribe-d-(er),  Sbee-Skay 
Subscription,  Sbees-Kayshon;  if 

fr.,  [Sbeeseshon] 
Subserve-d-ience-cy-ient-ly, 

Sbees-Ray 
Substantial-ly-ity-ness,      Sbee- 

Stee 

Substantiate-d,  Sbees-Ten 
Subtract-ed-  (er-ion) ,  Sbee-Ter 
Succinct-ly-ness,  Ses-Ing-Ket1 


CONTRACTIONS 


321 


Suffer-ed,  Sef 
Sufficient-ly-cy,  Sef-Shay 
Suffocate-d-ation,  Sef-Kay 
Superficial-ly-ity-ness,   Sper-Ef 
Superscribe- d,  Sper-Skay 
Superstitious-ly-ness,  Sper-Stee 
Surgeon,  Iss-Jen 
Surpass,  Spees^ 
Surplus,  if  fr.,  Spels 
Surrender-ed,  Iss-Ray-Ender 
Surreptitious-ly-ness,    Iss-Ray- 

Pet 

Surround-ed,  Iss-Rend 
Survive-d-or-al,  Iss-Rayi-Vee 
Symbol-ic-al-ly,  Sem-Bel 
Sympathetic-al:ly,  Semp-Thct 
Symptom,  SemtMEm) 
Synonym-ous-ously-(y),  Sneni 
Synthetic-al-ly,  Sen-Thet 


Tabernacle,  Tee-Ber 
Talent-ed,  Tlent3 
Tangible-y-ility,  Tee-En-Jay 
Technic-al-ly-ity-ness,  Tee-Kay 
Technology-ical-ly,       Tee-Kay- 
En-Jay 

Telegraph-y-ic-al,  Tel-Ger 
Telegraph-ed  [Telf] 
Telegram,  Tel-Ger  [Tel-Em] 
Telescope-ic-al-ly,  Tel-Skay 
Temperance  -  ate  -  ly  -  (ateness  - 

ment-al-ly),  Tee-Emp 
Temperature,  Tee-Empter 
Tempered,  Tee-Em-Pred 
Tempest  -  nous  -  ly  -  ness,  T  e  e  - 

Empst 

Temple,  Tee-Pel 
Temporal- (ly)-ity,      Tee- (Em) - 

Prel 
Temporary-rily-ness,  Tee-Emp- 

Ray-Ray 

Tempt-ed-ation,  Tee-Emt 
Tenacious-ly-ness,  Tee-En-Ish 
Tenant-ed-ry,  Ten-Ent 
Tender-ed-(ly-ness),   Tee-Ender 
Terminate-d-ion,  Ter-Men 
Terrible-y-Tee-Ray-Bee 
Terrific,  Tee-Refi 
Territory,  Tret-Ray 


Testament,  Tees-Ment 

Testify,  Tees-Ef 

Testimony,  Tees- Em 

Text,  Teest,  or  Tees  in  phras- 
ing 

Texture,  Teester 

Theater-ric-al-ly,  Ithter* 

Theoretic-al-ly,  Ith-Ret 

Therapeutic,  Ther-Pet-(Kay) 

Thereinto,  Dher-En-Tee 

Thereon,  Dhren 

Thermometer-ical,  'Iher-Em 

Thorough,  Ith-Ray 

Thoroughly,  Ith-Rel,  or  [Ther- 
Lay] 

Thunder,  Thend-  Ray 

Thwart-ed,  Ith-Wert 

Timid-ly-ness-ity,  Tee-Medi 

Title,  Teei-Tel;  sometimes 
Tee*;  as,  entitle,  En-Teei 

To-day,  Dee* 

To-morrow,  Em*-Ray,  rarely 
Em*;  as,  to-morrow  morn- 
ing, Em^-Men 

To-night,  Net* 

Topic-al-ly,  Teei-Pee 

Trader,  Tred-Ar 

Traffic,  Tref-Kay 

Tragedy,  Tragic-al-ly,  Ter-Jay 

Train,  Tren 

Traitor,  Ter-Ter,  or  Terter 

Tranquil-ly,  Ter3-Kel 

Transaction,  Ters-Kayshon,  or 
TrenseshonS 

Transcend-ed,  Ters-End 

Transcendent-al-ism-ist,  Ters- 
Nent 

Transcribe-d-(r),  Tersi-Kay 

Transcript,  Ters-Kay-Pet 

Transfer-red-rence- (rer),  Ters- 
Ef 

Transform-ed-ation-  (ative), 
Ters-Fer 

Transient-ly,  Tershont 

Transition,  Trenseshoni 

Transparent  -  ly  -  ness  -  ce  -  cy, 
Ters-Pee 

Transplant-ed-ation-(er),  Ters- 
Plent 

Transport-ed-ation,      Ters-Pee- 
Ret  [Ters-Pet] 
21 


322 


CONTRACTIONS 


Tremendous-ly,  Ter-Mend 
Trial,  Treli 

Trinity-arian-ism,  Trent1 
Tropic-al-ly.  Teri-Pee 
Trouble,  Ter-Bel 
Truly,  Ters-Lay,  or  Trel 
Trumpet  [Ter-Met] 
Turn,  Tee- Ren 
Typewrite-r-n,  [Tee-Pret] 
Typic-al-ly,  Tee-Pee-Kay 
Typography-ic-al-ly-er,     T  e  e  - 
Pee-Ger 


Ulterior,  Let-Ray-Ray 
Ultimate,  Elt-Met 
Ultimo,  Elt-Em,  [or  Elt] 
Unattached,  Ent-Chets 
Unavoidable-y,         En-Vedi-Bel. 

(See  inevitable) 
Unconscious-ly-ness,  En-Ish 
Undetermined,  End-Trend 
Undoubted-ly,  End-Teds 
Undoubtful,  En-Dets-Fel 
Undutiful-ly-ness,  End-Tefs 
Uneasy,  En-Zee1 
Unenslaved,  En-Slay-Ved. 

(Unen     implied     b  y     E  n . 

rather  than  In-hook.) 
Unfavor-able,  En-Ver3 
Unfortunate-ly-ness,  En-Fret1 
Uniform-ly-ity,  En-Fer3 
Universe-al-ly-ity-  (ality-al- 

ness),  Vers 
Unto,  En-Tee 
Untouched,  Ent-Chet 
Useful-ly-ness,  Esefs 
Usurp,  Zee -Pee 
Utility,  Telt1 
Utterly,  Ter-Lay 


Vacillate-d,  Veess-Elt 
Valid-ly-ness,  Velds 
Validity,  Veld1 -(Tee) 
Valuable,  Vels-Bel 
Vanity,  VeeS-TSTet 
Vanquish-ed,  Vee3-Ing 
Vapid-ly-ness,  Vee3-Ped 
Vegetable-al-ate-ted-arian-ism- 
ation,  Vee-Jet 


Vengeance,  Vee-Jens 
Venture,  Vent-Ray 
Verbatim,  Ver-Bet-(Em) 
Vessel,  Vees-El 
Vestige,  Vees-(Tee)-Jay 
Vexatious-ly-ness,  Vees-Shay 
Via,  Vee1 
Vice-President,     Vee-Pers,     or 

Vee-Pee 

Vice  versa,  Ver-Ver 
Vicinity,  Veesi-Net 
Vicious-ly-ness,  Veei-Ish 
Victorious-ly-ness,  V  e  e  -  K  a  y  - 

Tee-Rays 

Victory,  [Vee1 -Kay] 
Vigilant-ly-ce,  VeeWay 
Virgin,  Vee- Jen 
Virtual,  Vert-Lay 
Virtuous,  Vert-Es  or  Verts; -ly, 

Verts-Lay 
Visible-y-ity,  Vees1 
Visual,  Vee-Zhel,  or  Vee-Shel 
Vital,  VeU-El,  or  Lay,  or,  if  fr., 

Vet1 

Vitality,  Vet-Elt 
Vivid-ly-ness,  Veei-Ved 
Volunteer-ary-ily,  Vlent1-  (Ray) 
Voluptuous-ly-ness-ary,     V  e  1  - 

Pet 
Voracious-ly-ness,  Vee-Ray-Ish 


Waiver,  Way-Ver 
Waken,  Wuh-Ken 
War,  Wer1 

\\'arfare,  Wer1-Ef-(Ar) 
Warm,  Wemi 

WTasteful-ly-ness,  Ways-Tef 
Watchful-ly-ness,  Weh-Chefi 
Waver,  Way-Ver 
Weaver,  Weh-Vee-Ar 
Weekly,  Weh-Kel1 
Welcome-ed,  El-Kay 
Welfare,  Wel-Ef-(Ar) 
Western,  Ways-Ren 
Whatsoever,  Tees -Vee 
Whence,  Wens 
Whenever,  Wen-Vee 
Whensoever,  Wens-Vee 
Whereat,  Wert 
Whereby,  Wer-Bee 


CONTRACTIONS 


323 


Wherefore,  Wer-Ef 

Wherein,  Wer- En 

Whereinto,  Wer-En-Tee 

Whereof,  Werf 

Whereon,  Wern 

Whereunto,  Wer-(u)  En-Tee 

Wherever,  Wer-Vee 

While,  Awhile,  Well;  rarely  El- 
hook;  as,  meanwhile, 
Nel 

White,  Weh-Teei 

Whiter,  Wayteri 

Whosoever,  Jedsoid2-Vee 

Wicked-ly-ness,  Wuh-Kedi 

\Vider,  Wayderi 

Withstand,  Dhee-Stend 

Witness,  Teei-Ens 


Work-ed,  Wer 

Worker,  Wer-Ker  [Wer- Ray] 
Worship-ed-er,  Wer-Ish 
Wretched-ly-ness,  Ray-Ched 
Writer,  Rayter*.     (See  reader) 

Yard,  Ards 

Year-ly-s,  Yehi 

Yesterday,  Ester;  or,  in  phras- 
ing, rarely  Est;  as,  day 
before  yesterday,  [Dee-Bef- 
Est,  or  Def-Ester] 

Youth,  Iths 

Youthful-ly-ness,  Thefs 

Zoology,  Zee:  (-)  Jay 


LIST  OF  PHRASES. 

The  following  pages  are  for  the  purpose  of  illustrating  the 
various  principles  of  phrasing.  To  set  forth  an  illustration 
of  these  principles,  is  possible  ;  to  prepare  a  list  exhibiting  all 
the  phrases  that  are  likely  to  occur  in  every  relation,  is  im- 
possible;  and  even  if  it  were,  its  use  would  be  impracticable; 
for  phrases  should  not  be  memorized  with  the  expectation  that 
such  effort  will  of  itself  be  of  immediate,  or  even  of  very  great 
ultimate,  assistance  to  the  writer,  since  particular  memorized 
expressions  may  occur  only  rarely  in  actual  work.  The  prin- 
ciples upon  which  all  phrases  are  based  should  be  thoroughly 
understood,  and  these  principles  can  then  be  applied  in  every 
instance  where  the  phrase-sign  would  be  beneficial.  Above 
all  things,  do  not  attempt  only  to  memorize  the  signs,  but  in- 
stead endeavor  to  study  principles. 

These  phrases  are  for  the  most  part  in  harmony  with  the 
principles  exemplified  in  Part  II,  which  is  devoted  wholly  to  a 
presentation  of  the  principles  of  phrasing  and  abbreviation; 
yet  they  are  not  a  repetition  of  the  phrases  there  shown.  Thus 
there  is  a  greater  variety  and  scope  of  matter  presented  in  the 
two  lists  than  there  would  be  were  the  same  phrases  dupli- 
cated here. 

The  illustrations  are  in  some  cases  in  advance  of  any  pre- 
vious exemplification  of  principles  ;  yet  the  signs  will  be  suffi- 
ciently explanatory,  suggestive,  and  helpful  to  warrant  their 
presentation.  Some  of  the  advanced  phrases,  so  far  from 
being  written  in  harmony  with  the  tenets  of  any  phonographic 
creed,  may  be  considered  tentative  in  character.  One  who 
neither  makes  nor  accepts  a  creed  in  phonographic  belief  or 
practice,  as  to  forms,  is  in  a  position  readily  to  accept  an  im- 
proved form  when  the  principles  which  he  is  following  con- 
sistently and  advantageously  permit  of  such  change. 

Choice  in  the  use  of  two  signs  for  the  same  phrase  may  be 
made  by  each  one,  according  to  his  desire  and  need. 

Thr  means  either  of  the  words  there,  their,  they  are, 
other. 

324 


LIST    OF   PHEASES 


325 


Abide                                       v       V—^ 
able  to  make 

able  to  have                            \,       ^ 

^^       f  —  s        am  not 
am  to  be 

^  ^s  —  ^       am  there 
am  to  be  there 

/^    3_      among, 
ancestor-y 

*           a-n-d 

able  to  be                                           \ 
able  to  tell                               ^ 

about  that  time                       |        V 
about  their  own                              \ 

above  all  its                           yT       *° 

above  all  ot  tiers                      \        \ 
above  another                          Vp      \T" 

above  our                                V       —  | 
accommodate-d                       '    ) 

accommodation                      —  |       """" 
according  to  his 

according  to  the  way            ^       T, 
according  to  this 

advice-se                                    *•        ^y^ 
advisor-y 

a  few  days  ago                     -i  .           < 
after  all                                  VU__-     ^ 

after  that                                 v         —  e= 
against  his-us 

against  it                                    --  p    —-,=> 
against  the                              T-  I 

against  your                         —  .<»     .—  *?. 
against  them                           (             V 

<\           \j 

all  are-our-of  our 
all  have-of 

/"       S* 

all  thr 

1  -          and  a 
and  all  the 

and  are 
and  his  wife 

and  in 

and  to   . 

^  ~v  "      and  to  the 

and  to  take 

1  "  t^-    '      and  to  go 
_            and  to  ask 

v                        and  but 
and  should 

and  or 
V        _,,          and  if 

and  of  the 

"'     :                 and  the 

7     .  '                 and  I 

7         and  I  have 

and  he 

and  know 
'•^^  and  own 

£_,        -<i            and  our  own 

all  others 
all  people                                \ 

and  thr  are 
and  us 

all  its 
all  nations 

and  will  not  give  us  the 
and  would 

1             coming  and  going 
through  and  through 

"N\                         here  and  there 
/  again  and  again 

\\      A/    '         by  and  by 

all  our  own 

*—  .     1    C 
all  the  more 
all  the  time 

all  the  world 

all  there  is 
all  would 

all  will 
along  there                                        «--^_ 

,    (              another  one-than 
•*  \^~         for  another 

am  I                                       v«^-x 

326 


LIST   OF  PHEASES 


to  another 

1_J_ 

as  to  that 

any  more 
any  one 

r 

as  usual 
as  we 

any  other  one 
appreciate 

\         \ 

-e 

O 

as  well  as 
and  as  we 

appreciate  it-d 
appreciation 

\    -\ 

..2  

as  you  would 
as  you  should 

are  a-n-d 
are  having 

S     7 

1    .  - 

as  would 
at  a  certain  time 

are  to  have-of 

are  not 
are  you 

you  are 

are  you  sure 

you  are  doing 

ti8  
f  

•i 

k  

-e-  
...i  

at  a  time 

at  all  events 
at  almost 

at  all  (of)  our 
at  all  times 

at  an  early  date 

around  about 
around  which 

>      si 

V 

L 
.1  .... 

at  any  rate 
at  any  time 

arrange-ment 
arranged 

~  T  

s±    T 

5 

V 

i  _ 

at  every  step 
at  length 

a  short  time  ago 

as  ever 
as  early  as 

as  if 
as  far  as 

as  fast  as 
as  follows, 

as  great  as 

i__ 

O    | 

O  &<ST>-  • 

~  \o 

.r-  &                   C     P 

J 
t  

f  
\  

....1  

I 
-j  

at  first 

at  its 
at  one 

at  one  time 
at  once 

at  present 
at  such  a  time 

at  our  own 

as  good  as 

as  has  been 
as  he 

as  I 

•*  i 

J 
i'  1 

Y> 

at  the  present  time 

at  some  time              [date 
at  the  earliest  possible 

at  the  time 

as  if  it  were  not 

as  it  is 

&    )\ 

1 

i  - 

at  the  same  time 
at  their  own 

as  it  should  be 

as  long  as 
as  many  as 

as  much  as 
as  quickly  as  possible 

as  soon  as 

\ 

Q_J>        r 

J 

£ 

\ 

at  this  time 

at  what 
at  which  time 

auditing  committee 
away  from  him 

Back  and  forth 

as  to 

as  to  the 
as  though 

_R  />  

\ 

be  able  to 

be  it 
be  done 

be  not 
be  thr 

because  he  has 
because  he  is 

because  I  am 
because  I  do 

because  it  may  be 
because  thr 

because  there  are 
because  we  are 

been  done 
been  said 

been  thr 
before  us-his 

before  its 
before  the  time 

before  thr 
behind  that 

behind  thr 
behind  which 

below  its 
below  their 

beneath  its 
beneath  thr 

best  time 
best  way 

better  than 
better  and  better 

better  thr 
between  its 

between  our 
between  thr 

beyond  his-us 
beyond  what 

beyond  you 
regions  beyond 

bill  of  lading 
both  of  its 

both  of  their 
both  of  us 

brother  and  sister 
but  a-n 


LIST   OF   PHRASES 

J \ 


327 


—f 


"I 


> 


\ 


.............  > 


5  but  all-will 

but  are  not 

(,  but  for  the 

but  have-if 


j  p          but  not 

but  he  has 


A-. C - 


C 


\. 


but  we  can 
but  will  have 

but  you 

but  you  think 

by  all 

by  all  its 

by  almost 
by  all  of 

by  all  of  our 
by  far 

by  its 
by  others 


by  our  own 
by  that  time 

V°    \L        j\  \      by tne  way 

i       i         by  their  own 

«         by  this  time 
by  us-his 

V      V  VI  \ 

No        X  2  by  what 

)  by  which  it  is 

S\/     — TTX-I..  .,„-....     Came  to  hand 
"^\T     came  up 

— _,      can  a-n 
v     can  be  done 

?  -j.-.^      can  have 
V_ can  it  make 

^    . can  not  be  done 

can  thr 

,__ a..., -      can  there f ore-have-ever 

can  there  not-own 

-ICLA...' ...p.       can  only  be 

N      J          can  sustain 

_c_^,  _—        can  we  know 
can  we  take 

can  .you  make 
can  you  have 


328 


cait  off 

I1}            during  the 

chattel  mortgage                  _^^  A^C— 
children  of  Israel                  f 

L^u       during  the  coming  . 
0    /       ">          during  the  summer 

Christian  life                          jj 

concerning  it                           °^          ^ 
concerning  us-his 

concerning  which                    ^        ^) 

f>f                     Each  of  his-us 

/each  of  which 
each  one  of  us 

/    ^^—-A          each  will  therefore 

concerning  a-n                         / 
could  a-n                                             _ 

6                V       enter  upon  their 
x>_xs_.    2^         enter  into  their 

could  do 
could  be  done 

ever  been 
St            *^|        ever  and  ever 

could  have                                 X      —  => 
could  have  had 

^'                    every  hand 
)r~z      everlasting  life 

could  therefore                       -=  —       "> 
could  there  not-own                         ^  

every  man 
p          \         every  one  of  them 

l)ay  or  two  ago                      > 
deem  best                                *"*        I 

(             J         every  other  one 
^        y            every  time 

depend-ed  upon 
did  a-n                                                   \ 

>-V        Father  in  heaven 
V,          V,             heavenly  Father 

did  do  it 

v^-* 

did  ever-have 
did  he  not 

did  not  know 

-"\-~-                fen  in 

SV           for  a  long  time 
for  a  time 

VL          (a         for  awhile 

they  did  not  know  it 
divine  life                                 H         (, 

for  its-it  has-it  is 
V.,         CL           for  all 

do  have 
do  not  do  it                              J 

for  all  had 
Co         C            for  all  its 

do  thr 

do  their  own 
do  therefore 

do  you                                     L  '  ,     Vv_,'i 

V:    •  for  all  thr 

vjj  for  all  others 
'  X0            ~    .  for  all  our  own 

V^       <\          for  consideration 

do  you  make                           J" 
do  you  know                          \^s'i 

r!         j          for  our  own 
Vj       L             for  one 

does  he                                      "  "  v>      " 

does  not  know                          ^^ 
does  that                                            "     f 

it  does  not                     -      L              I 
down  the                                              J 

upside  down                      V,            0 
during  a-n 

during  our                              T           O 
during  all  the                       ""  tT   '"  t-  

Xi         for  the  first  time 

C.        (              for  the  last  time 
^T""       for  the  benefit 

Kl^.           for  the  purpose 
....  ^_       ^^^  ^^^  present 

(&  %  _  1             for  the  sake  of 
"    Vi         for  there  is-others 

^          for  these  reasons 
lo^'--             from  aii  his 

LIST   OF  PHRASES 


329 


from  almost                           ^"V-.     ^ 
from  another                         —  te*  \ 

from  beginning  to  en  J          """*-'      °\ 
from  thr 

from  its                                   <^        *") 

t  1- 
1  'l         J 

TIT  r 

k  "^^ 

L 

had  ever-to  have 
had  had-it 

nad  I  the  time 
had  thr 

had  you 

from  what 

i 

has  as  many 
has  been 

from  year  to  year 

further  than                            c>\     —  ") 
Gather  together  that            -  j         *T 

give  forth                                   i      '    [ 
give  it 

give  the                                       7 

t  \  

D  a/I  
J 

0       L 

has  been  done 

has  been  seen 
has  been  told 

has  done  it 
has  he  had 

has  his 

give  a-n-d 

give  thr 
give  his-us 

gives  us 
go  away 

go  together                                         - 

jfc  C  

Q.    ^  Q  ^ 

V?  

has  it  not 

has  just  come  to  hand 
has  learned 

has  never 
has  to  be 

have  all  been 

go  through                                               / 

go  up                                                -"  —  ° 

C  (S- 

have  all  its 
have  all  our  own 

God  has  given  us                    ~""\ 
God's  way                                "*       ~^ 

u  i, 

have  been  received 
have  been  made 

God's  Spirit                            -9       __o 
goes  thr 

going  to  be 
going  to  do  it                        ..•—  t.  —  y 

gone  forth                               T_       \ 

.VI  .^ 

have  not 

have  been 
have  not  been 

have  you 
he  believes 

he  came 

good  deal 

he  can  have 
he  can  not  do  it 

good  for  not  h  ing                           ""^   _ 

A   ..^A 

he  did  not  think  it 
he  does  not 

gospel  of  Christ 
gospel  of  salvation              —  V  «n 

X     V 

he  had  returned 
he  has  not 

great  deal                               ""-* 
great  extent                           ^  _^—  ^. 

z.  (^  

he  has  never 
he  heard 

greater  than                           _/      ^ 
greatest  day 

greatest  time                          —&          \ 
Had  been                              "i"  J  

he  may  not  be 

he  must  have 
he  shall  be 

he  should  have 
he  will  take 

330 


LIST  OP  PHRASES 


he  who  has                              .     i^'/a^ 

"\       ~\S~      *  believe  thr 

he  would  come                     /  ^  d 

'\  I  believe  you  will 

X         v\ 
\^     f            I  bring  them 

hear  its                                   "^            \ 

~^T"                I  brought  that 
^T  /~^~^     i  call  this  , 

hears  us                                    O        v,, 
hence  it  is 

henceforth                               .           * 
her  own                                 "     v^ 

high  degree                                          i 
highway 

his  own                                                 ,  — 

I  can  never 
I  can  not  do  so 

^                     I  could  not 

1           1            I  do  not  believe 
A.  >r  '       I  do  not  remember 

^     ^  —  '       I  do  not  think  it  is 
£                      I  enter  . 

'^—*?  ^—         I  know  there  is 

Holy  Ghost                                   £ 

Holy  Spirit                               X          o 
Holy  Sabbath                        -f         £\ 

hope  to  have                            v            \ 

I  feel 
1     .     *             I  had  some 

J^                    I  did  not 
^         ^i            I  do  not 

hope  they  are                       •"•\j  V  " 

hour  has  come                        ^        -s. 
hour  to  two  ago                    j          V 

house  of  God                            9—      fe^'^c 
in  this  house                      £ 

at  his  house                         i  '  i    9 
how  are                                   ^  \f  7 

how  can 

j  I  had  not 

H           \           I  have  had 
I  have  been 

1         i 
f                       I  decided 

I  have  decided 

I3        -f 
I  have  said 

I  said 
.         A  o          I  hope  it  may 

how  could                              /  __       f  _ 
how  far  it  is 

v-^-s    w          I  hope  you  are  having 
•^        ^~\           I  hope  thr 

how  has  he                          "^_  ^ 
how  have 

y                      I  may  not  have  been 
j)                 •  I  must  say 

how  is  it                                    6           ^\ 
how  many 

I  have  received 
JL      i/\ 
I  received 

how  shall                              j  ^_      ^ 
how  will 

I  have  represented 
1)           I  represented 

human  being                           />        s—^ 
human  heart 

I  have  addressed 
j)        J            I  addressed 

I  admit                                -;^r  
I  agree  with  you                  f~~^'   ^~\/ 

\T            I  shall  be 

i\       H 
\         V.          I  should  be 

I  am  aware 
I  am  glad 

I  should  have 
I  should  know 

I  am  never 
I  am  satisfied                        v    *) 

I  should  take 
I  suppose  there  is 

I  am  writing                                                                           I  take  it 

LIST   OF  PHRASES 


331 


.1  think  it  is                              t       1 

\       \             if  it  would  make 

I  think  there  are                       *       vT"1  " 
I  think  there  is                        7        T 

_  ^-^-  ^-          jj  jt  would  not  be 
1            ^0         if  there  is  anything 

1  think  you  have  been                    ~j£~ 
I  think  you  must  be               ^-x  t/\ 

•\oo  y          if  you  wish 
^      ^/          in  a  (the)  book 

I  think  you  will  be                    \ 
I  thought  I  had  had                            1 

\                   in  (a)  general 
^H      <Z~P          in  addition  to  the 

I  thought  that 
I  tried  him                                •->    *\f 

v>     (j           in  all  circumstances 
^(j  _H  —          in  all  conditions 

I  trust  you  will 

I  have  trusted  you  would     •  j-\       1 
I  trust  you  can 

I  trust  you  were                        J~\         p 

in  all  their 

^"1      —  fc          in  a  few  days 
N                   in  all  parts  of  the  world 

^-/      ^_5         in  charge 

I  understand  that 

/\             A 

I  was  going  to  state                  /  
I  was  there                                      \  "j 

I  was  to  be                                  )     >£ 

/                      in  connection  with  the 

Lv  —  1 
in  (the)  consideration 
in  due  time 

\        in  each  one 

I  will  also                               \~~ 
I  will  declare                          "*  <J 

in  Europe 
>.  —  r       ^.y 
\,                 in  fact 

I  will  do  all  1  can 
I  will  furnish                          >'      o    *! 

in  hand 
in  foreign  countries 

1  will  not  do  it 
I  will  take                               ^J        \ 

in  harmony  with  the 
^~^(*~               in  harmony  with  your  re- 

I would  be 
I  would  not  have                    **V 

in  heart                     [quest 
£—  <5>          in  his  heart 

I  would  come 
I  would  like  to  have 

in  his  most 
°\     —?  /          in  his  brain 

I  would  know-never 
I  would  rather                        ^\        ^ 

v            in  his  power 
<v        -^            in  his  practice 

I  would  say                               j       ^"-^ 

*•"£    <~^  —  ••       in  order  that  the 

if  it  is-has                               ^°       V_ 

~~\ 
in  our  own 

if  all  its                                     ^       0 

in  opposition 
^~\.     -—A          in  position 

If  all  their 
if  he  tries                                 \        N 

)ii        in  possession 
*-*  \^-\_      in  regard  to  the 

if  I  do                                     r  \  
if  I  did  not                               S 

in  reference  to  the 
V~C/'    ^_\        in  relation  to  that 

if  it  were  not 
ifitisthr                                   Y      (~^~^ 

jr       in  resuect  to  those 
^                    in  response 

11  it  may  have  been             •  

in  return 

332 


LIST   OF  PHRASES 


in  sleep                                     rfc  \    s"\_ 

[  ,                   it  shall  be 

in  the  first  place                                 V 

^  ^  it  should  be 

in  the  scripture                     ^           9    ^ 
in  the  second  place 

{,                     it  takes 
\  it  was  thr 

in  some  measure                   ->  —  x~       > 
inspirit                                      y 

p          it  will  have 
'     it  will  take 

in  the  hands                            ^       g_ 

<1          v           it  will  not  be  don'- 

in  the  sacred 

\            it  will  not  do 

in  the  day  time 

J           It  would  not  be 

in  others 

J^  \           Just  about 

in  their  own                                           (^ 
in  this  department 

I)'        /            just  as  certnin-ly 
VD  J  ust  as  far  as  possib'e 

V  f              *—f 

in  this  way                                  (        / 
in  touch 

h      Qo        just  as  well  as  not 
T                  '     just  as  soon  as 

in  what  you 

/f           just  as  much  as 

in  which  they  are                               / 

just  received 

<^-      M7 

//'  —  y   V 

in  writing 

^A                    just  returned 

instead  of  it 

t         Keep 

instead  of  such                         /          d 

j_y_j__     keeps 

into  consideration                                (_, 

keeper 

into  his  own                               ^       J 

\P              bookkeeper 

into  our  own 

V  Sabbath-keeper 

•—  -1              Q_ 

into  the  other 

^__  /     vj>        know  better 

is  a-n                                          / 

^~v                   know  its-it  is 

is  another                                • 

v^  ^    ^J>       know  their  own 

is  its 

-~j-     knows  it  is 

^    <^> 

is  there 

/&       /^         Late  session 

is  known                                  / 

{  '     last  session 

CL-r                /O 

is  not  able  to 

/-°       f&       last  week 

is  the 

(           /             last  year 

it  appears  to  me 

/         '  >        learn  thr 

it  could  not                             \^..u 

\  """     leave  them 

it  dors  not                                 (T,         i 

iP  L     I         leaves  thr 

it  had  not  been                                    X. 

^"             less  than 

it  had  been                                .           L 

f^     S*     >      let  alone 

it  has  not  been                        IT"       ^V 

let  him  be 

it  is  only                                  1            h 

f~-s    tf         let  not 

it  is  said                                  Xl^ 

V           let  them 

it  is  thought                                     L_o-D 

f<\      .     let  there  be 

it  looks  like  it  is                    T  

*-v"    let  us  t>ear  'n  miiKi 

it  is  well  known                                  \ 
it  ought  not  to  be                 -**••-      ^  

/^\    /u    ..—  ,     let  us  be 
\                   let  us  go 

LIST   OF  PHRASES 


333 


let  us  make  it                         ^^      ^ 

^^-^  o_^     9      many  of  us 

x"° 

lighter  than                           f 
like 

like  all                                     *  —    C 

^.^     -__^         may  accomplish 
N.        y~'       may  be  sure 

may  become 

like  all  thr                             «  '  — 
likely                                      

—                     may  have  been 
may  it 

like  thr 

,  —  -^       may  not 

likelihood                                     I       c 

may  thr 
^-/   .  ^     may  be  certain 

like  our  own 

may  be  thr 
_..        '"*          medical  association 

like  to  have                           -  
dislike                                   r—  «      ^ 

meetings 
"~\          Vs.       might  be 

like  it  is 

might  have 
^\T\L__      might  have  been 

looks 

might  not  be  done 
i        might  seem 

looks  like                           "_  n'~"  o  

looks  like  it  has-is 
likes  to  do  it                          '.  n  ^ 

0,       S&... 

likes  DO  know  it 
lines  of  work 

little  further  than                   __\    / 
little  more  than                       v)  

look 

minute  or  two 

"*    ?  cX~>      month  after  montn 
more  and  more 

£~*^        <r-5         more  or  less 
more  than  it 

^"^     (               ever  more 
!\<-s         far  more 

z_£  —  \  ^~tz>          once  more 

look  (ed)  after 
look  (ed)  at-out 

»      must  be  done 
^-Q.      ^-a  —  •_     must  become 

looks 
looks  like  it  is                        "•'  "  '*'* 

looks  like  thr  own                            r-s  —  ^ 
Make  it  seem                         .""n  •_, 

make  thr                                 ^  ^  ^-^ 

0                S* 

<^2(j>.    I^~D  -     must  receive 
must  learn 

^-t>^\  s-0~\      must  never  be 
\        \     must  not  be 

-—  ,,     ^"A        must  take  it 

makes  it 
makes  no  difference             ^—  s^—  i   '    7 

\       my  brother 
o     •     ^      my  dear  sir 

manager                                           t 

manner  in  which                   «m-~~-/  ^~CJV 
manual  labor 

many  are                               £~ts-s  ^~^\ 
many  times                                          "    t 

my  heart 

v_j7~1         my  time            [and  people 
<T"      Nation,  kindred,    tongue, 
i 
^t    -^\/  --^_     natural  death 
~'t  '  '       natural  history 

334 

natural  order 
near  it 

near  thr 
need  that 

needed  that 
never  be 

never  have 
never  do 

never  did 
next  day 

next  time 
next  week 

no  more 
no  such 


no  one 

no  other  one 

none  of  us-his 
none  would-had 

nor  the  other 
nor  their  own 

nor  will  the 
nor  would  he 

not  at  once 
not  only 

nothing  is  known 
nothing  more 

nothing  said 
now  and  then 

now  it  is 
now  there  is 

number  of  its 
number  of  them 

number  of  times 
Observe  thr 

observe  it  is  (its) 
of  all 

of  all  our 
of  it 

of  its-itself 
of  their  own 

of  what  is-has 
on  account  of  its 


LIST  OF   PHKASES 


-1 


M 


^ 


^ 


^=i 


.1 


.!/ 


on  account  of  the  way 
on  all  his 

on  all  hands 
on  all  sides 

on  all  that 
on  any  point 

on  any  subject 
on  certain  points 

on  its 

on  or  about 

onto 

on  our  part 


on  the  face  of  the  earth 
on  the  contrary 

on  the  ground 
on  the  way 

on  the  part 
on  either  hand 


one  another 
one  had-would 

one  of  the  most 
one  would  suppose 

one  year 
only  as 

only  that 
only  thr 

or  all-will 
or  are-our 

or  are  not 
or  will  have 

or  it  is 

or  had  (would)  not 

or  you  have 
or  thr  is 

ought  all 
ought  to  have 

ought  never  to  be 
ought  thr 


LIST  OF 

out  of  the  way                         .            ' 

PHKASES                                  \ 
)     J     '  J       shall  you 

over  all  his                                 3           A 

she  did  not 
,                       she  had  not 

over  all  thr                           j 
over  it                                       ^            a 

J                      she  has  said 
"\\     »             she  must  be 

over  us-his 
Publishing  Association         \       P    '  c/- 

\                  she  ought  to  do  it 
£_       ^            she  shall 

present  day                             "V         \ 
present  time 

pretty  good                              «,           <\ 
pretty  sure                                        —~j- 

Real  estate                              CX"      r 

J                        she  should 

^                   she  will  be 
she  will  never 

,           ,  ''  .      she  would  never 
'Z^,  ^,--j-     s].je  woui(j  not 

7        s\         shorter  and  shorter 

regard-ed-ing 

x1    y\ 

regarding  a-n 

y                    should  a-n 
j^/>     ^         should  all 

regarding  it 
regarding  the  matter 

\        should  be 
^  ^     xv    i       should  he 

in  regard  to  the  matter     " 

regarding  them                     ^\          <\ 
remember  it 

remember  that                        'X  /^__^ 

"/  .      should  thr 

A   <^*~S        should  you  do 
|        x?           shoulder  to  shoulder 

<?J3-''<J_2-/ 

(.      since  his  return 

render  thr                                   ( 

request-ed                               ___,._,        p 
Said  it 

scarlet  fever                          .a—  (I  £...... 
search-ed-ing  for 

search  it-out                           /> 
see  it 

see  thr 

since  nothing 

J  since  there  is 
\         so  as  to  be 

,<A  .<fcb.....      so  as  to  make  it   • 
so  it  seems 

\         }    .so  there  is  to  be 
~-J  (           so  that 

}r        fa          so  little 

see  your  way                            / 
seem  best                                          <~'~~^\ 

so  you  would 
a-^-?<r~  ~*5>      some  amount 

seems  to  be                                              * 

6  8    s  6  °ir> 
seems  to  me 

some  better  than 
c5"—  s      <f^         somebody 

seems  to  you 
seemed  to  be                                     t>  

sometime 
o  —  •</         somewhat 

seventh  day  of  the  week 
first  day  of  the  week          ^r,          J 

somewhere 
c5~*v       )/         somebody  else 

shall  be  done 

shall  have  it-had                     J      ^_. 
shall  never  be                       "  'v  """      l"*"\ 

shall  not  be                            *c*.           1 

/          so  much 

0_xi  P  ^/       soon  after 
sooner  or  later 

<E  y    ol  '         sooner  than 

shall  thr  own-not                       \     ."y 

so  soon 

335 


836                                   LIST   OF 
very  soon                          r\        /° 

PHRASES 

<L_x       /          teaching 

in  the  South                       —f       P 

6          A           teach  us 

Southern  States                      f        f 

f          6           teaches  that 

0 

special  session                        p       ^_p 

x                         than  I  can 

splendid  time                          P         f 

^      t  "       than  it  was 
/           than  would  be 

any  State                                 f         j 

\               \i_ 

\/       _\             better  than 

every  State                             A      f^\ 

j             further  than 
V^       <j-^             fuller  than 

its  state                                  U  **•  —  t 

more  than 
\./     ^_j?             rather  than 

If  orthern  States 

"S.    P 

Western  States                     yd       P 
state  that                                      f  

stated  that                               f     f 
stockholders'  meeting         ~( 

0                             X 

subject-matter                       V  N     X 
upon  the  subject      .                    ^ 

such  a  country                        f        f 

J                           sooner  than 

\        \              sweeter  than 
J~^5    J  wider  than 

]            that  are  therein 
(^  that  it  is  not 

\         I              that  it  will  not  be 
V  "  \j  that  thr  own-not 

/          '  -3        that  there  is  nothing 

such  a  fact-effect 
such  a  time                             /~  ft     J 

\Q,                     that  we  can 
L_       \           that  we  could 

such  a  one 

//> 
I 
^nj 

such  were                                 «9          ? 
such  of  our                            ~f~"  /  

O 
such  would  have                      P           I 

\           that  would  be 

J          J           that  you  did  not 
that  YOU  shall 

C,      Cv 

/                       that  you  think 
"  "("  '                  that  you  should 

1         A            tQe  way 

surely  there  is                      ~J         ^/ 
Take-ing  away                         1         {  — 

>j                   the  day 
£_         I           the  latter  part 

take-ing  care 

take  for  example                   J-^      j-j 
take  for  granted 

take-ing  it  into  considera-     ( 

y          the  other 

(    f                      after  the 
•  ~          and  the 

_f          \,             and  of  the 

take-ing  effect            [tion      r" 
takes  it  into  consideration  c 

are  the 

p          B  ....          as  the 

taught  us 

7      1 

teach 
teacher 

as  to  the 

V  -     Vsr^-          before  the 
enter  the 

LIST  OF 
PIeAhe                            -4.........  \ 

PHKASES                                     33 
'        *i             and  there  are 

had  the                                            \; 

.4 

in  the 

but  there  are 
/-> 
Vr~~^>    .  .u  ..„      they  almost 

regarding  the 
that  the                                              , 

they  do  not 
M         /  ...  .      they  do  not  see  it 

were  the 

would  the                             3          "),  ' 
their  own 

at  their  own                          I          V 

'         6          they  had  not 
(j        v^    _     they  have 

they  have  not 

IK  —  •" 

before  their 

V                 CK 

by  their  own                          \        ^ 
concerning  their               J 

from  all  thr                                \       \ 

«             could  they  not 

....C.  <f  „         did  they  not 
should  they  not 

has  their                                      /  1 

in  their  own                           —     ( 
of  all  their  own                           Vs 

shall  their                               /          \ 

^                       they  ought  not 

SLjL  C/l...._     they  will  also 
they  will  write 

2.  —  ,          ,__      they  are  all  going  to  be 

would  thr                             ->          (Q 

\    -i             how  they  are 
i           ^               if  they  are 

by  themselves                        f      \  —  T 
take  care  of  themselves        \Q         t> 

then  again                                (T          (^ 

of  what  they  are 

cTZT^v  1.  presume  they  are 
J             so  they  are  to  be 

C              since  they  are 

/    9     / 
then  there  are  others              /    /     / 
then  there  is                            \7  

yy       v> 

then  they  are                            /         / 
the  other  day 

the  other  one                           /         /I 

think  it  is 

j  1  _      think  there  is 
Vo         (^           think  their  own 

U  U  think  you  have 
V       V_         this  fact 

p        6           this  is  so 

Vj                C 

the  second  time                      5—,      V^ 

J         \          this  is  to  be 
la       (2—.     this  time 

.  for  the  other                           F        7  

to  the  other                                    )  a 
there  are 

there  are  many                      1-^^^    \ 
there  are  several                               ~~-^-— 

there  are  some                         3  —  N.       t 
there  have-fore 

their  own                                  j            p 

this  week 

io*  A  _     this  year 
'           thou  art 

/  thou  shall 
t>           thou  hast  done 

though  it  is  not 
though  there  is 

f.               thought  I  did 

there  were 

three  times  a  week 
J       .P           through  all 

through  its 


22 


338 

through  their 
through  another 

through  the  day 
throughout  some 

till  accomplished 
till  after 

till  I  can 
till  its 

till  thr 
time  after  time 

time  has  come 
before  the  time 

during  the  time 
every  time 

the  first  time 
from  time  to  time 

next  time 
no  time 

present  time 
sometime 

that  time 
the  time 

the  other  time 
to  the 

to  all  our 
to  all  thr 

to  a-ri 
to  a  certain  extent 

according  to  his 
according  to  that 

and  to  be 
and  to  do 

and  to  our 
and  to  us 

and  to  you 
as  to  the 

as  to  a-n 
as  to  our  own 

as  to  their 
as  to  you 

said  to  have 
wish  to  be 

LIST   OF 
)      ^ 

PHRASES 
to  do  the  same 

"~r~  'iae""       to  get  away 

v        ,    to  go  to  New  York 
—  —  ijr  ^-—     to  his  people 

to  have  its 

i         t 

T" 
;U  & 

'"[£  "V      '     to  hear  from  you 
v,         <\           to  his-us 

f    " 

to  our  own 
to-day 

T£  

f  ^           to-night 
i                   to-morrow 

1     ^ 

to  talk  with  you 

i  ii 

•-£•••"•••••  s*^  •     to  him 
v_^       /-        to  me 

T 

V  1                 —--I 

""""f          to  still 
.    to  some  extent 

1        1 
»\ 

<rTi  [           to  take  it 
to  take  the 

-1  1  

I  r^~         to  that  same  time 

to  the  end  of  the  world 
*Y  e-jp-—      to  the  greatest  extent 

\Q           to  save  the  world 

*"V-  \ 

p""'"                  to  us-his 
to  you  and  me 

." 

ri^S    \  too  bad 
too  great 

c—  o       c   r 

£._..                 ^...yr     _                ^QO    jQJJg 

too  much 

'""f  /~i^s--      too  many 
too  soon 

" 

^c^"  c:            tocf  wide 

•           -            took  a-n 
(^""~      took  effect 

.            i            took  in 

~"JJ%  v 

j  '         took  into  consideration 

i       1  L* 
&  touch  it 

r 

f 

/                      twice  a  week 
>c-o  v>             two  or  more 

T"'     * 

J  -  <  

j   fy         two  or  three 

4           two  years  ago 
tr-~*  "XT        typhoid  fever 

LIST    OF   PHRASES 


339 


Undertake  it 
undertake  their 

under  consideration 

*  ^  

(~~\    3 

'a  T 

we  must  be 
we  shall  be 

we  will  be 

United  States  of  America 

"3r5 

r-\  c 

.(,.  N,  o.    .. 

well  enough 

until  after 
until  it  is 

until  they  are 

-£  €  

r  ....ri  

^  ^  

it  would  be  well 
just  as  well 

very  well 

upon  his  own 

J 

L  \ 

S         c/> 

were  I 

upon  which 

^ 

Cx       <> 

were  you 

about  us 
any  of  us 

by  us 

V 

\> 

-3  ;  

it  were  not 
such  were 

there  were 

each  of  us 

a-* 

Y   T 

what  he  said 

makes  us 

^  SD 

what  is  the  matter 

wants  us 
Very  much 

very  well 

<£>      ^\ 

7  

—3 

what  you  say 
about  what 

and  what 

way  of  doing 

R       o~3i 

n       \ 

beyond  what 

give  way 

-  r 

—       c 

in  what 

that  way 

(    £ 

^      «, 

when  had 

two  ways 

U 

1 

when  they  are 

we  are  all 

T;  ^ 

b£_^ 

when  do  you  think 
where  it  is-has 

we  can 

C-,         c_ 

—  xv 

where  there  is 
anywhere 

we  have  been 
we  know 

we  may 
we  may  be 

_J  !±  

-^ 

everywhere 

somewhere 
elsewhere. 

to  where 
whether  they  are 

340 

which  all-will 
which  are  therefore 

which  it  is-has 
which  ought  to  have 

which  they  are 
which  have-I  have 

which  were 
who  are 

who  have 
who  will 

who  were 
wife 

husband  and  wife 
and  his  wife 

wilderness 
will  not 

all  will 
but  will 

I  will 
it  will 

she  will 
that  will 

with  all  the 
with  all  its 

with  all  our  hearts 
with  all  thr 

with  his-us 
with  him 

with  it 
with  its 

LIST   OF 

L  / 

PHRASES 
"•^js       with  me-mv 

with  reference  to  the 
/           \       with  such 

/  ^ 

0       with  their  own 
^        with  the 

-  7       7 

with  our  own 

o 

2          with  you 

/ 
«     /• 

"\        would  be 
3         <>        would  we 

V 

would  you 
_,            all  would 

7    t 

Xr 

and  would 
.            ,              it  would  not 

^   r 

•           vr            they  would  <^ot  be 
ft                         you  would 

r  
_^-r     f 

Yonder 

_            n          you  have 
'  \^  Y~      y°u  do 

n^-*        n         you  must  be 

^     (T 

7  :c  

\      J         you  shall  be 

-o  ,/X-     -vou  think 
/                      you  will  be 

f]        (~\         vou  were 

C  ( 

you  would 
v_x>           in  vou 

c 

knows  you 
*"*  V^    i            near  you 

(          (, 

V          have  you 
/           o          your  other 

your  own 

ARRENDIX  A. 


SHORTHAND  SPEED,  AND  HOW  TO  SECURE  IT. 

The  author  desires  to  add  a  few  remarks  in  this  edition,  so  quickly 
following  the  three  former  editions  which  have  met  such  unexpected 
commendation  from  both  students  and  expert  stenographers,  regarding 
the  best  method  of  securing  the  highest  possible  speed  in  writing 
shorthand,  with  the  least  possible  loss  of  time  in  practice. 

What  Is  Speed  in  Shorthand? — A  speed  of  125  to  150  words  per 
minute  is  common  in  shorthand  work,  and  requires  but  a  steady — 
not  necessarily  rapid — movement  of  the  hand.  In  these  remarks, 
what  is  meant  by  speed  is  the  continuous  writing  of  180  to  225 
words  per  minute,  with  a  capacity  for  writing  still  more  rapidly 
for  a  limited  time  when  occasion  requires.  The  addition  of  a  speed 
of  fifty  to  seventy-five  words  per  minute  to  a  speed  of  150  words  a 
minute  is  the  goal  for  which  all  writers  are  striving,  the  attainment 
of  which  is  always  amply  rewarded,  both  in  compensation  and  satis- 
faction. These  suggestions  are  made,  with  the  assurance  that,  if 
observed,  they  will  result  in  such  an  increase  of  your  speed  as  will 
amply  repay  you  for  the  effort  required.  I  say  effort  required ;  for 
you  should  remember  that  shorthand  skill  is  neither  inherited,  pur- 
chased, nor  transferable,  but  is  secured  only  by  patient,  painstaking, 
persistent 'effort.  However,  much  time  can  be  saved,  and  discourage- 
ment somewhat  avoided,  if  this  effort  is  well  directed.  The  only 
"short-cuts"  and  "speed  secrets"  worthy  the  name  are  consistently 
brief  forms  and  continuous  practice  in  writing  them.  Nothing  else 
will  solve  the  problem,  unlock  the  treasures,  and  bring  the  results. 

Your  Cooperation  Essential.— Therefore  you  should  understand, 
first  of  all,  that  if  these  suggestions  are  to  be  of  any  value  whatever, 
you  should  apply  yourself  in  practicing  in  the  manner  indicated. 
Unless  you  faithfully  do  the  work  outlined,  the  writing  and  printing 
of  these  suggestions  will  be  largely  a  waste  of  time  and  ink.  High- 
sounding  platitudes  avail  nothing  in  this  kind  of  practical  work, 
hence  they  will  not  be  indulged,  but  instead  some  plain,  specific  di- 
rections given  concerning  an  effort  in  which  you  are  more  interested 
than  any  other  person,  and  which,  if  complied  with,  will  do  more 
for  you  in  the  matter  of  shorthand  speed  than  can  possibly  be  done 
by  any  one  else. 

Skill  in  General. — Before  you  can  make  a  thorough  success  of 
shorthand,  and  be  prepared  to  do  work  of  a  character  that  will 
enable  you  to  develop  as  you  desire,  you  must  become  skilful,  and 
thoroughly  so.  Skill  is  defined  as  being  "the  familiar  knowledge  of 
any  science,  art,  or  handicraft,  with  the  corresponding  readiness  and 
dexterity  in  execution  or  performance,  or  in  the  application  of  sci- 
ence, art,  or  knowledge  in  general  to  practical  purposes."  In  its 
truest  sense,  shorthand  is  embraced  under  the  three  specifications 

341 


342  SHORTHAND   SPEED 

named;  for  its  study  includes  the  science  of  signs;  its  application, 
the  art  of  writing;  and  to  its  possessor  are  opened  avenues  of 
knowledge  otherwise  unattainable :  all  being  devoted  to  practical 
purposes. 

Skill  in  Shorthand. — Skill  embraces  two  points:  First,  familiar 
knowledge ;  and,  second,  corresponding  readiness  and  dexterity  in 
execution.  These  are  the  elements  constituting  skill  in  shorthand, 
and  they  are  stated  in  their  logical  order.  There  must  first  be 
familiar  knowledge,  which  must  be  followed  by  corresponding  readi- 
ness and  dexterity  in  execution;  for  until  there  is  familiar  knowl- 
edge, there  can  not — at  least  there  should  not — be  readiness  in  execu- 
tion. Knowledge  must  precede  the  execution,  and  the  knowledge  must 
be  familiar — so  familiar  that  the  execution  is  natural,  graceful,  legi- 
ble, and  not  unnatural,  hesitating,  and  illegible. 

It  is  therefore  apparent  that  these  two  points — brevity  of  outline 
and  rapidity  of  movement  —  cover  the  entire  field  of  shorthand  skill, 
and  any  endeavor  to  become  skilful  in  shorthand  work  should  be 
within  these  lines,  and  in  the  order  stated, — knowledge  of  forms,  and 
rapidity  of  movement  in  the  execution  of  those  forms. 

What  Constitutes  Rapidity. — Readiness  and  dexterity  in  the  exe- 
cution of  forms  embrace  two  points:  — 

1.  Continuity  and  rapidity   of  pen   movements. 

2.  Such  correctness  of  execution  as  will  give  the  necessary  legi- 
bility,   even   when   writing   rapidly. 

As  has  been  already  stated,  a  steady  movement  of  the  pen  will 
give  one  a  speed  of  150  words  a  minute.  Perhaps  the  first  difficulty 
experienced  by  a  beginner  is  to  secure  a  steady,  continuous  move- 
ment of  his  hand.  Nearly  as  much  time  is  consumed  by  his  pen  in 
making  gyrations  and  circumlocutions  in  the  air  as  in  tracing  the  out- 
lines on  the  paper.  The  next,  and  even  greater,  difficulty  is  to  secure 
a  rapid  pen  movement,  and  at  the  same  time  legibility  of  notes. 

Objects  Sought. — The  suggestions  herein  offered  are  intended  to 
correct  errors  regarding  three  points: — • 

1.     A    better    knowledge    of    the    forms    to    be    written, 
a.     A  continuous  movement  of  the  hand. 

3.  Increased   rapidity  of  movement   and   legibility   of  notes. 

Brevity  Alone  Not  Sufficient. — While  it  may  be  true  that  this, 
work  sets  forth  considerable  brevity  of  outline,  yet  the  student  should 
not  consider  brief  outlines  a  substitute  for  a  rapid  movement  of  the 
hand.  In  addition  to  thoroughly  learning  the  brief  outlines  intro- 
duced throughout  this  work,  the  student  should  also  endeavor  to 
train  his  hand  in  the  correct  and  rapid  writing  of  those  outlines,  for 
it  is  thus  alone  that  he  will  be  able  to  achieve  the  best  results,  both 
in  rapidity  of  execution  and  correctness  of  transcript. 

Necessary  Requisites. — The  requisites  for  this  practice  work  are 
a  good  quality  of  smooth  paper,  properly  ruled,  and  good  pen  and 
ink.  See  remarks  on  these  points  in  the  Introduction,  pp.  '  3  and  19. 
Do  not  practice  with  a  pencil. 


AND   HOW   TO   SECURE  IT 


343 


Proper  Position  for  Writing  Shorthand. — Nothing  is  of  more  im- 
portance in  this  connection  than  the  proper  position  of  the  pen  and 
of  the  hand  and  arm  for  writing.  Note  carefully  and  observe  par- 
ticularly the  instruction  found  in  the  Introduction,  pp.  16  and  17. 
The  wrist  should  not  rest  upon  the  paper ;  for  there  can  not  be  a  con- 
tinuous movement  when  the  wrist  is  allowed  to  drag  upon  or  touch 
the  paper  as  a  support  for  writing.  A  light,  springy  touch  of  the 
fingers  should  be  given. 

The  Forearm  to  Supply  the  Motive  Power. — The  most  necessary 
thing  to  he  done  by  the  average  writer  in  endeavoring  to  increase  his 
shorthand  speed  is  to  write  with  less  movement  of  his  fingers.  The 
forearm  should  supply  the  motive  power  for  the  writing  of  shorthand. 
The  fingers  have  their  proper  sphere,  which  is  to  assist  in  turning 
and  controlling  the  pen  for  the  best  and  quickest  action  of  the  hand ; 
but  they  should  not  supply  the  power  for  the  stroke.  If  there  is 
any  doubt  regarding  this  point,  let  one  attempt  to  write  shorthand 
with  a  finger  movement  for  several  hours,  and  note  the  extreme 
fatigue,  especially  if  the  rate  be  rapid ;  whereas  the  arm  can  supply 
the  power  for  writing,  without  undue  fatigue,  with  a  good  freedom  of 
movement,  and  increased  legibility  of  notes,  for  an  almost  indefinite 
length  of  time;  and,  furthermore,  there  is  unquestionably  less  lia- 
bility to  "writer's  cramp"  by  the  movement  here  recommended. 

An  Exercise  on  Speed. — As  a  means  of  assisting  the  student,  as 
well  as  the  more  advanced  writer,  to  obtain  the  proper  movement  of 
the  hand  and  arm,  let  him  write  the  following  phrases,  which  re- 
quire more  of  arm  movement,  and  less  of  fingers,  than  some  other  out- 
lines which  could  be  chosen.  As  many  as  fifteen  or  twenty  lines  of 
each  phrase  should  be  written,  with  the  utmost  rapidity  of  stroke,  and 
the  least  loss  of  time  between  strokes,  possible. 

Endeavor  to  write  the  phrases  in.  the  following  list  at  the  rate  of 
ten  to  twelve  in  five  seconds ;  that  is,  one  phrase  written  in  succes- 
sion ten  or  twelve  times  in  five  seconds. 


Able  to  be,  BeP-Bee. 

Above  all  others,  Bee'2-Veldhers. 
As  far  as  possi-     Sefs3-Pees. 

ble, 

At  the  same  time,  Tees3-Met. 
Be  able  to,  Bee2  Blet. 

It  must  be,  Tee2-Ems-Bee. 

For    the    last         Fels2-Tee. 

time, 

For  the  purpose,  Ef2-Pee. 
For  the  present,  Ef'-'-Pers. 
He  will  think,  Petoid2-Lay-Ith. 


I  hope  you  will,    Retoid-Pee3-Yuh- 

Lay. 

I    shall   be,  Betoid-Ish2-Bee. 

In   fact,  En-Ef2. 

It  is   said,  Teeses-2-Dee. 

It   should  be,         Tee2-Retpid-Bee: 
Let   there   be,         Laydher"-Bee. 
Must    come,  Ems2-Kay. 

During  the   time,  Der3-Retoid-Tee. 
Time  has  come,      Tees^Kay. 
Next    time,  Ens2-Tee. 

Next   day,  Ens2-Dee. 


The  primary  object  sought  by  the  foregoing  exercise  is  a  con- 
tinuous and  rapid  motion  of  the  hand.  Write  the  outlines  with  a 
quick,  springy  action,  allowing  little,  if  any,  motion  of  the  fingers. 
Observe  that  the  hand  and  arm  move  together. 

An  Acceleration  of  Speed. — The  phrases  given  below  will  be  found 
somewhat  more  difficult  than  those  in  the  preceding  list,  especially  to 
avoid  a  motion  of  the  fingers.  Write  fifteen  or  twenty  lines  of  each 
phrase,  as  rapidly  as  you  can,  and  if  possible  at  the  rate  of  twelve 


344 


SHORTHAND   SPEED 


to  fifteen  phrases  in  five  seconds ;     that  is,   one  phrase  repeated  that 
number  of   times   in  the   time   staved. 


According  to  the  Kred'-Chetoid- 

way,  Way. 

Around   which,      Arnd2-Chay. 
As  early  as,  Iss2-Ar-Lays. 

As  it  should  be,   Zet2-Retoid-Bee. 
As  soon  as  pos-   Ses-Ens^-Pees. 

sible, 
At   the  present      Tee3-Pers-Tee. 

time,, 

At  the   time,  Tee3-Retoid-Tee. 

Because  there  are.Kays^Jedoid-Ar. 
Because  we  are,     Kays'-Wer. 
For  a  long  time,    Ef2-Ing-Tee. 
From  beginning    Gen-End1. 

to  end, 

From  this  time,     Fer2-Dhees-Tee. 
I   am   satisfied,      Petoid   Ems-Tee3. 
I  do  not  know,      Retoid-Deiit^-En. 
I  do  not  think  it  Retoid-Dent2- 

is,  Ithts. 

I   should   be,  Tetoid^Retoid- 

Bee. 

Pentoid^Bee. 
Pentoid^Kef. 


I  would  be, 

I  would  like  to 
have, 

If  there  is  any- 
thing, 


Efdhers^En-Ing. 


In  addition  to  the,  En-Deeshon3- 

Petoid. 

In  a  few  days,      En-Ef3-Dees. 
In  all  parts  of     NeP-Prets-Eld. 

the   world, 
In  harmony  with  Ner1-Em-Retoid. 

the, 
In  order  that  you  Nerd'-Dhet-Yuh 

may,  Em. 

In  response,  Ner'-Spens. 

In  the  first  place,  En-Ef2-Pel. 


From    month    to 

month, 
Once    more, 
Must    learn, 


Em-Em-Ith2. 


Wen-Mer2. 
Ems-Len2. 


On  any  subject,  Retoid-En-Sbee2 

On   the   face  of  Retoid-Efs2-Ith. 

the  earth, 

It  seems  to  be,  Tees2-Ems-Bee. 

Since   there   are,  Sens-Jedoid-Ar2. 

What    you    say,  Wuhyuh'-Es. 

You   will   be,  Yuh-Lay-'-Bee. 

Taken    into   con-  Tees2-Dershon. 

sideration, 

Those  who  are,  Dhees3-Jedoid-Ar. 

There  are  some,  Derdoid2-Sem. 


Hand  and  Brain  to  Act  in  Kapid  Concert. — A  very  important 
point  gained  by  this  method  of  practice  is  that  both  hand  and  brain 
are  trained  to  act  in  rapid  concert.  Having  laid  a  foundation  for 
legible  notes  by  drawing  shorthand  characters  in  your  study  up  to 
this  point,  you  are  prepared  to  advance  in  that  respect,  and  to  make 
your  movements  more  rapidly.  The  way  to  write  rapidly  is  to  write 
rapidly, — not  study  or  think  about  it,  but  just  do  it.  No  amount  of 
study  of  principles,  or  of  desiring  more  speed,  will  take  the  place  of 
proper  drilling  in  speed  work. 

Speed  Writing  on  Sentences. — A  more  important  step  is  next 
presented,  requiring  more  time  to  practice  properly  than  either  of 
the  foregoing  exercises ;  for  each  phrase  should  be  written  twenty- 
five  to  fifty  times,  and  when  all  the  phrases  composing  a  sentence 
•have  been  thus  written,  the  sentence  should  be  written  at  an  in- 
creasing rate,  until  a  speed  of  at  least  250  words  a  minute  is  reached. 
If  the  parts  composing  the  sentence  are  written  as  indicated,  it  will 
not  be  nearly  so  difficult  to  write  the  sentences  at  the  rate  named, 
as  if  such  speed  were  attempted  without  preliminary  practice. 

A  little  calculation  may  help  you  to  realize  whether  or  not  it  is 
possible  for  you  to  write  this  matter  at  the  rate  of  250  words  a 
minute.  If  in  writing  the  preceding  exercises  you  secured  a  speed 
of  fifteen  phrases  in  five  seconds,  each  phrase  averaging  three  words, 
your  speed  was  at  the  rate  of  540  words  per  minute,  —  of  course  just 
simply  repeated  words ;  but  the  sole  purpose  was  to  enable  you  to 
secure  a  rapid  action  of  the  hand,  and  get  the  proper  movement  for 
rapid  writing.  In  changing  to  phrases  and  writing  them  in  sen- 
tences, instead  of  a  repetition  of  the  same  phrase,  you  will  of  course 


AND   HOW   TO   SECURE   IT  345 

not  be  able  to  write  so  rapidly.  But  allow  as  little  loss  of  time  be- 
tween strokes  as  possible. 

Write  the  outlines  in  phrases  as  indicated  by  the  nomenclature, 
a  comma  dividing  each  phrase:  — 

Under  the  circumstances,  we  can  not  expect  them  to  reach  there. 
End'--Stenses,    Weh-Kent1,    Spee2-Dhee,    Petoid-'-Ray-Chaydher. 
In  the  first  place,  he  has  not  had  the  advantages  he  should  in  this  work. 
En-Ef2-Pel,       Retoid'--Sent-Dee-Retoid,      Jays,      Retoid--Chetoid,      En- 

Dhees2-Wer. 

We  are  sorry  to  learn  that  you  can  not  go  sooner  than  you  have  stated. 
Wers^Ray,    Petoid2-Len,    Dhetl-Yuh-Kent-Gay,    Snern2,    Yuh2-Vees-Tet. 
In  all  such  matters  we  should  be  careful  to  give  a  full  explanation. 
Nel'-Schay-Emters,    Weh^Chetoid-Bee-Kref,    Gay4-Tetoid-Pel,    Spten2. 
There  are  many  such  cases  which  should  be  understood. 
Derdoid2-Em-En-Schay-Kayses,    Chay2-Retoid-Bee,    Ends2-Ted. 
What  has  been  said  about  the  matter  should  be  taken  into  consideration. 
Wuhs'-Bees-Dee,    Bet3-Emter,    Retoid--Bee,    Tees2-Dershon. 
We  shall  be  pleased  to  help  in  the  matter  if  we  can  be  of  any  service. 
Weh'-Ish-Bee-Pelst,      Petoid2-Lay-Pee,      En'-Chetoid-Emter,      Efl-Weh- 

Ken-Bee,    Ens-Vees2. 

As  soon  as  it  is  possible  for  you  to  do  so,  they  expect  you  to  come. 
Ses2-Ens-Tees-Pees,  Ef2-Yuh  (or  Ef3),  Dee4-Es,  Dhee--Spee-Yuh,  Kay4. 
At  the  time  we  were  there  this  matter  was  under  careful  consideration. 
Tee3-Retoid-Tee,  Wehwehl-Jedoid,  Dhees-Emter,  Zee2-End,  Kref-',  Iss- 

Dershon2. 

It  is  not  necessary  for  me  to  reply  to  your  recent  letter  on  this  point. 
We  hope  to  see  you  at  the  time  you  have  named,  yet  we  may  not  be 

there. 

As  soon  as  we  can  do  so,  we  shall  reply  to  your  letter  of  recent  date. 
If  it  were  not  for  that,  I  should  not  have  any  hope  in  its  success. 
How  that  can  be  done  in  due  time  is  more  than  I  can  say  just  now. 
It  seems  to  me  they  did  not  think  of  attempting  such  a  thing. 
We  had  been  told  that  it  was  proper  for  us  to  go  there. 
At  the  same  time  we  were  trying  to  follow  the  course  he  had  marked  out. 
We  hope  to  hear  from  you  at  an  early  date  regarding  your  future  plans. 
It  is  said  that  he  will  go  with  them  to  the  place  of  which  you  told  us. 
I  appreciate  the  friendly  counsel  you  gave  us  at  our  recent  council. 
Of  course  there  must  be  good  reasons  for  his  transfer  to  that  State. 
I  shall  write  freely  to  him  with  reference  to  the  distribution  to  be  made. 
I  think  you  can  appreciate  our  situation  better  than   some  others  can. 
I  would  like  to  write  you  at  length  regarding  the  matter,  but  can  not  now. 
Pentoid-Kay1,  Petoid2-Ray-Tee-Yuh,  Tien3,  Ray^Chetoid-Emter,  Tetoid2, 

Kent^En-Petoid. 

Please  give  me  all  the  information  you  can  upon  the  subject  before  us. 
Your  favor  of  the  10th  instant  is  at  hand,  and  contents  noted. 
I  shall  try  to  comply  with  your  request  to  place  the  matter  before  him. 

Scope  of  Method.  —  The  foregoing  statements  are  offered  not  with 
the  idea  that  they  constitute  the  only  proper  method  of  practice.  They 
offer  a  method  of  practice.  Any  method  by  which  the  student  will  do 
the  writing  outlined  is  the  method.  And  it  is  not  necessary  to  practice 


346  SHORTHAND   SPEED 

with  watch  in  hand,  to  time  all  your  writing.  The  rate  of  speed  is 
stated  only  that  the  student  may  have  some  idea  of  the  rapidity  of 
movement  he  should  endeavor  to  secure. 

Summary  of  Advantages.  —  Some  of  the  advantages  of  this  method 
of  practice  may  be  stated  thus:  — 

1.  Increased   rapidity   in   the   correct   execution   of   outlines. 

2.  A    steady,    continuous    movement    of    the    hand. 

3.  The  fixing  of  outlines,  not  only  in  the  mind,  but  on  the  point 
of  the  pen  as  well,  not  by  phrase  memorization,  but  by  actual  work. 

4.  Each   phrase    considered   and   treated   as    a    distinct   outline  — 
given   an    individuality — without   the   necessity   of    analyzing   its   con- 
stituent  parts   before   writing. 

5.  An    increase    of    speed    greater    than    can    be    secured   by    any 
other  manner  of  practice   in   a   given   time. 

6.  The   student   is  able   to   practice   to  better   advantage   without 
the  assistance  of  a  reader  than  by  the  ordinary  method  where  he  is 
dependent  wholly  upon  the  services  of  a  reader — frequently  not  secured. 

7.  The    memory     strengthened    in     "carrying"     outlines    to     be 
written. 

Matter  for  Further  Practice.  — Matter  for  continuing  this  method 
of  practice  may  be  found  in  Parts  II  and  III.  The  exercises  found 
on  pages  170,  174-176,  180-182,  187,  188,  193,  and  202,  of  Part  II, 
and  all  the  exercises  in  Part  III,  may  be  used  to  excellent  advantage 
for  this  purpose. 

Method  of  Continuing  this  Work. — In  continuing  this  practice 
upon  the  matter  just  indicated,  or  upon  general  matter,  first  write  a 
phrase  or  group  of  related  outlines,  repeating  that  phrase  or  group 
until  a  number  of  lines  have  been  written,  depending  upon  your 
familiarity  with  the  signs,  and  your  speed  in  writing  them ;  then 
practice  similarly  the  next  phrase  or  group  of  related  outlines,  until 
all  the  phrases  in  the  sentence  have  been  thus  written,  after  which 
the  entire  sentence  may  be  written  a  number  of  times.  Treat  succeed- 
ing phrases  and  sentences  in  the  same  manner,  when  the  entire  exer- 
cise should  be  read  to  you  by  a  good  reader,  at  a  gradually  increasing 
rate  -of  speed.  Re-read  your  own  notes,  for  this  will  prove  helpful 
to  you  both  in  reading  and  also  in  writing  notes. 

Results  to  be  Expected.  —  If  this  manner  of  practice  is  followed 
diligently,  the  result  will  be  a  material  increase  of  speed  over  what 
the  student  would  secure  by  the  ordinary  way  of  slowly  or  carelessly 
drawing  his  characters  and  expecting  speed  to  come  as  a  consequence 
at  some  future  time.  Speed  is  the  inevitable  result  of  making  an 
earnest,  proper  endeavor  to  secure  it. 

It  is  more  than  likely  that  the  rate  of  writing  stated  in  connec- 
tion with  the  exercises  in  Part  III  will  be  greatly  exceeded  by  the 
student  who  follows  the  method  of  practicing  outlined  above. 

Greater  speed  will  be  secured  where  fewer  signs  are  involved ; 
therefore  the  student  should  have  no  cause  for  discouragement  if  he 
is  able  to  write  phrases  or  a  single  sentence  at  a  more  rapid  rate  than 
an  entire  exercise. 


ADVANCED  PHRASES 


347 


ADVANCED  PHRASES. 

Below  are  some  phrases  which  are  common  in  law  reporting  and 
other  lines  of  advanced  work,  and  which  are  written  in  a  manner 
briefer  than  many  of  the  phrases  illustrated  in  the  preceding  pages; 
consequently  some  advanced  principles  are  involved,  which  are  here 
more  fully  illustrated  than  elsewhere. 


Afternoon,  Eftern2. 

Ahead,  Dee3. 

(In  like  manner,  many  words 
having  initial  sound  of  a  may  be 
represented  by  the  form  for  the 
remainder  of  the  word  written  in 
the  third  position,  or  the  tick  used 
to  indicate  a;  as,  Ketoid-Sdee, 
aside.) 
All  right,  iffre-  Art1. 

quent, 

And   a-n,   .  Ketoid3. 

And   the,  Light    dot    3. 

And  I,  Ketoid1. 

And  I  have,  Keftoid1. 

And  I  have  been,  Kentoid1. 

I  have  been,      Tentoid1. 
Anything  to   do    En-Ing-Det1. 

with   it, 
As   a  matter  of     Semter-Lay2. 

law, 
As  a  mattSr  of    Semter2-Ef. 

fact, 
As    rapidly    as      Iss-Ray2-Spees. 

possible, 

Back  and  forth,     Bef3. 
Backward    and      Bef3-Bet. 

forward, 
B-efore  and   (or)    Beft2. 

after,  « 

Christian    En-       Krendseshon1. 

deavor  Asso- 
ciation, 
Oonvict-ed,  Vet^-tion,    Vee- 

shon1. 
Conflict-ed,  Flet];-tion,    Fel- 

shon1. 
Corresponding        Ker-Sped-Sket. 

Secretary,' 

Covenant,  Kef2. 

Day   after,  Deft2. 

Day  before,  Def2. 

Day   before  yes-    Def-Est. 

terday, 

Depreciate,  Dee-Pers-Tee ; 

-ed,   -Ted; 
-ation,  Dee-Per- 
seshon. 

(Treat   similarly   all   words   end- 
ing in  ciate.) 
Describe    to    the    Sker^Jer. 

jury, 

Do  you  recollect,  Dee3-Ray. 
Do   you  remem-     Dee3-Ber. 

ber, 
Do  you  know  the  Dee3-En-Dee. 

defendant, 


From  the  stand-    Fer-Retoid-Spent 

point, 
From   first   to        Fers-Layst. 

last, 
Gained    his    at-      Gendseshon2. 

tention, 

Got  his  attention,  Getseshon1. 
Guilty   or   inno-     Glet'-Sent. 

cent, 
Guilt    or_  inno-      Glet^Sens. 

cence, 
Have  you  or          Vee3-Vent. 

have    you    not, 

Headquarters,         Dee-Kayters. 
How    do    you         Retoid3-Dee-En. 

know, 
I    called   his    at-    Ketoid-Kleds- 

tention,  eshon1. 

I    do    not    recol-   Retoid    Det2- 

lect    whether         Raydher-Ent. 

or   not, 
If   my    memory     Ef'-Em-Ems- 

serves    me  Rays-Ret. 

right, 
If   my  memory  is    Ef'-Em-Ems-Ret. 

right, 

Iniquity,  En^Ket. 

Institution,  Enseshon1 ;     -al, 

-El. 

Insurance,  En-Ish. 

In   the   midst,         Nedst1. 
Lightning,  Letting. 

Liquor   traffic,        Lay2-Kayterf. 
Long    distance,       Ing3-Dee. 
Man,  woman,  and  Em2-Weh-Ched. 

child, 
Men,  women,  and  Em'-Weh-Chay. 

children, 

Men  and  women,  Em-Weh1. 
Minister,  Ester  ;-ry,    Est- 

Ray ; -ation, 
Estershon. 
Minute   or   two      Ment1-Art-Gay. 

ago, 
Monday   night,       Men-Dent. 

(Night    may    be    added    by    En- 
hook    and    halving.) 
Most    excellent,     Emses-Lent. 
My   best   j.udg-      Embs'-Jay-Jay. 

ment, 
Nothing  to  do        En-Ith-Det. 

with    it, 
Objected    to    as      Bee-Em-Rayt  Pee 

immaterial,    ir- 
relevant,    and 

incompetent, 


348 


ADVANCED  PHRASES 


Off  and  on, 


Fen'-Retoid. 


Older  and  older,   Laydher-Eldher. 
Paragraph,  Pref2. 

Pilgrim,  Pel-Em. 

Plan  of  salvation,  Pel3-Slay. 
Program,  Per-Em. 

Publishing  work,  Pee-Wer. 

if    fr., 

R.    F.    D.j  Reft2. 

Reeollect-iqn,          Ray2. 
Regard-ed-ing,        Ray1. 
Religious    life,       Jays^Ef. 
Religious  legisla-  Jays'-Jay. 

tion, 
Religious  instruc-Jaystereshon1. 

tion, 

Resolve-d,  Rays2. 

Resolution,  Rayseshon2. 

Rest-ed-ing   upon, Rays-Pen. 
Revised   Version,  Ray-Veeseshon. 
Right  or  wrong,    Rayter-Ing. 
See   your    way,      Es^Yuhwuh. 


Telegram, 
Telegraph-ic, 
Teach, 
Teaches, 


Tel-Em. 
Telf. 
Chay1. 
Chays1. 


Teaching,  Chay^Ing. 

Teacher,  Cher1. 

That  is  my  rec-   Dhets^Ray. 

ollection, 

They  did  not,  Dhent1. 
They  do  not,  Dhent2. 
They  were,  Dedoid3. 

Three    times    a     Rets^Kay. 

week, 

Through  which,  Ith3-Chay. 
Twice  a  week,  Tees^Kay. 
Will  you  swear,  Lays3-Ray. 
W.  C.  T.  U.,  Wayseshon. 

Y.  M.   C.   A.,          Yay-Ems-Ketoid. 
Y.   W.   C.  A.,          Yuhwuh  Iss 

Ketoid. 
Young  men  and    Ing2-Weh. 

women, 
Young   men    and  Ingoing- Weh. 

young  women, 

(See  Men   and  women.) 
Your : 

From  your  let-  Fer-Yuh-Layter. 
ter, 

With   which       Weh-Chay  Yuh- 
your  letter,          Layter. 


THE   ESHON-HOOK. 


On  page  303,  in  connection  with  the  table  showing  Comparative 
Frequency  of  Modifications,  the  statement  is  made  that  the  modifica- 
tions most  quickly  written  occur  the  most  frequently  in  actual  work. 
In  general  this  is  correct.  One  exception  may  be  noted,  however,  in 
the  case  of  the  Eshon-hook,  which,  according  to  the  showing  there 
presented,  occurs,  as  ordinarily  used,  but  three-tenths  of  one  per 
cent  in  all  matter.  It  is  therefore  evident  that  this  sign,  so  little 
used,  and  withal  so  easily  and  quickly  written,  is  not  employed  suf- 
ficiently frequent  when  its  ease  of  writing  and  utility  are  considered, 
but  may  be  advantageously  employed  in  many  more  cases  with  no 
impairment  of  legibility. 

There  is  but  a  slight  change  of  sound  in  employing  this  sign  for 
sn  (eliminating  h,  as  is  so  frequently  done  in  writing).  Accordingly 
the  following  rule  may  be  formed:  — 

Where  the  joining  of  En  is  inconvenient,  the  sound  of  n  may  be 
indicated  by  the  Eshon-hook^  as,  Atkinson,  Tee-Kenseshon ;  Wilkin- 
son, El-Kenseshon ;  Dickinson,  Dee-Kenseshon.  (See  p.  230.) 

Than,  been,  and  own  may  be  added  by  the  Eshon-hook  following 
Iss;  as,  less  than,  Layseshon ;  it  has  been,  Teeseshon;  man's  own, 
Menseshon  (opening  to  left).  (See  bottom  of  p.  213,  and  332.) 

The  extent  to  which  this  last-named  principle  should  be  applied 
must  be  determined  by  each  writer.  It  is  manifest  that  it  can  not  be 
universally  applied;  yet  its  partial  application  produces  many  ex- 
cellent, easily  executed,  and  legible  forms,  instead  of  the  heavier 
and  more  cumbersome  outlines  generally  used. 

In  certain  phrases  the  word  attention  may  also  be  indicated  by 
the  Eshon-hook;  as,  Court's  attention,  Kretseshon ;  your  honor's 
attention,  Yaynseshon  (opening  upward).  (See  p.  183,  where  atten- 
tion is  indicated  on  unmodified  stem  by  the  Shon-hook.) 


GENERAL  NOTES  349 

GENERAL  NOTES. 

Theoretical  Instruction  versus  Actual  Conditions. — In  selecting 
the  outlines  to  illustrate  the  principles  set  forth  in  the  preceding 
pages  of  this  work,  the  limited  scope  consistent  with  the  purposes  of 
this  work  was  apparent.  It  is  evident,  therefore,  that  the  student 
will  not  be  able  to  find  all  the  outlines  in  this  work  that  he  may  be 
called  upon  to  write  during  his  experience  as  a  stenographer;  yet 
it  is  believed  that  the  fundamental  principles  are  fully  treated,  and 
many  expedients  helpful  to  the  stenographer  are  given.  But  in 
nothing  can  theoretical  instruction  take  the  place  of  actual  condi-. 
tions.  The  military  student  finds  that  the  theoretical  instruction  he 
received  must  be  supplemented  by  the  knowledge  gained  while  in 
action  on  the  field  of  battle.  Modern  methods  and  rapid-fire  guns  have 
to  be  reckoned  with.  So,  too,  the  student  of  shorthand,  in  dealing 
with  actual  conditions,  must  face  rapid-fire  guns.  It  is  hoped  that 
the  suggestions  herein  offered  will  be  found  serviceable  at  such  times. 

The  Essential  Qualification. — In  shorthand  work,  skill  is  the  con- 
sideration of  first  importance ;  and  in  the  last  analysis  of  skill  as 
related  to  this  question,  it  will  be  found  that  rapidity  of  accurate  pen 
movements  constitutes  the  most  important  element,  and  is  always  in 
the  greatest  demand.  There  are  many  qualifications  essential  in  order 
to  make  a  practical  use  of  shorthand;  but  there  is  no  qualification 
that  will  take  the  place  of,  or  stand  for  more  than,  accurate  speed. 
Ability  to  write  shorthand  rapidly  and  read  it  readily  is  the  chief 
desideratum.  Your  success  in  shorthand  hinges  upon  a  very  small 
point  —  the  point  of  your  pen;  for  it  is  the  rapidity  of  accurate  pen 
movements  that  always  determines  the  measure  of  the  success  at- 
tained by  the  stenographer.  He  who  would  succeed  must  consider  no 
detail,  however  small  and  apparently  trifling,  of  little  consequence,  but, 
with  an  enthusiasm  born  of  determination  and  nursed  by  constant 
perseverance,  must  apply  himself  assiduously  to  the  understanding  of 
every  detail,  the  overcoming  of  every  obstacle,  the  mastering  of  every 
difficulty,  however  small  it  may  appear;  for  it  is  the  proper  doing  of 
all  the  little  things  that  make  up  the  complete,  perfected  whole,  which 
changes  what  would  otherwise  be  an  inglorious  failure  into  a  grand 
success. 

It  is  the  hope  of  the  author  that  the  suggestions  offered  will  assist 
in  giving  the  student  such  a  familiar  knowledge  of  the  proper  forms, 
such  an  intelligent  idea  of  how  to  perform  their  execution  rapidly, 
and  such  a  love  for  an  art  that  is  among  the  most  useful  and  beau- 
tiful, that  his  interest  may  be  deepened,  his  work  made  easier,  and 
his  best  success  assured. 

H.   E.  ROGERS. 
Washington,   D.   C.,    August  27,    1905. 


EXTRACTS    FROM   TESTIMONIALS 

REGARDING 

"THE  ROGERS  COMPENDIUM 

OP  THE 

Graham  System  of  Shorthand." 


From  Mr.  Thomas  I.  Daniel,  since  1870  Official  Court  Stenographer, 
Jackson,  Mich. 

"This  work  gives  Graham  writers  more  ounces  to  the  pound  and 
pounds  to  the  hundredweight  than  has  hitherto  been  dreamed  possible." 

From  Mr.  F.  H.  Hemperley,  Editor  of  "The  Stenographer,"  Philadel- 
phia, Pa. 

"  One  of  the  most  advanced  text-books  for  the  successful  teaching  of 
shorthand  that  I  have  seen." 

From  Mr.  James  H.  Emery,  Official  Stenographer,  Toledo,  Ohio. 

"No  better  text-book  could  be  put  into  the  hands  of  a  pupil." 

From  Mr.  Bates  Torrey,   Author  of  "Instruction  in  Practical  Short- 
hand," Boston,  Mass. 

"The  'Compendium'  is  very  ambitious  and  extensive." 

From  Mr.  David  Wolfe  Brown,  since  1864  Official  Reporter  of  Debates, 
House  of  Representatives,  Washington,  D.  C. 

"A  monument  of  conscientious  and  intelligent  labor." 
From  Prof.  B.  E:  Crawford,  Union  College,  Lincoln,  Nebr. 

"I  find  it  more  satisfactory  than  any  other  book  that  I  have  used  as  a 
shorthand  text." 

From  Mr.  D.  W.  Miller,  Official  R3porter,  Denver,  Colo. 

"The  most  complete,  thorough,  and  practical  teacher  of  the  best  sys- 
tem of  shorthand  with  which  I  have  any  acquaintance." 

From  Prof.  F.  B.  Cornwall,  Columbia  Commercial  College,  Evansville, 
Ind. 

"Replete  with  practical  shorthand  information,  and  will  fill  a  long- 
felt  need  in  the  shorthand  world." 

From  Mr.  E.  E.  Parlin,  Stenographer  and  Notary,  San  Francisco,  Cal. 

"  One  of  the  best  treatises  on  learning  to  write  shorthand  I  ever  saw." 
From  Rev.  John  A.  Cole,  Jackson,  Mich. 

"  There  is  new  truth  taught  in  the  old  way,  and  old  truth  taught  in  a 
new  way." 

From  Mr.  W.  M.  Marshall,  Cambridge,  omo. 

"I find  it  the  long-  and  anxiously-sought  perfect  text  of  Standard  Pho- 
nography,—  the  acme  of  the  Reporting  Style  of  Graham." 


Prom  Prof.  R.  P.  Fetch,  Instructor  in  Stenography,  Ferris  Institute, 
Big  Rapids,  Mich. 

"This  book  is  one  of  the  best,  if  not  the  best,  that  is  now  published." 
"I  concur  in  the  above  opinion." — W.  N.  Ferris,  President. 

From  Mr.  Le  Roy  Weber,  Reporter,  Newport  News,  Va. 

"  It  is  the  best  instructor  of  the  Graham  System  that  I  have  ever  seen." 
From  Mr.  A.  B.  Hoover,  Official  Court  Reporter,  Marshalltown,  Iowa. 

"It  seems  to  me  to  be  about  perfect  in  setting  forth  the  Graham 

System." 

From    Mr.  H.   E.   V.   Porter,  President  Jamestown   Business   College, 
Jamestown,  N.  Y. 

"  We  have  no  hesitancy  in  giving  this  book  our  unqualified  endorse- 
ment." 

From  Mr.  Henry  L.  Dietz,  Stenographer  and  Notary,  Chicago,  III. 

"  Does  away  with  all  useless  study." 

From  James  W.  King,  Official  Stenographer,  i.sth  Judicial  Court,  Three 
Rivers,  Mich. 

"  The  best  condensation  of  any  shorthand  system  I  have  ever  seen." 

From  Ruel  Smith,  for  20  years  Official  Stenographer  of  the  Maine  Su- 
preme Judicial  Court,  Bangor,  Me. 

"  The  best  arrangement  for  the  study  and  acquirement  of  Graham 
stenography  that  I  have  ever  seen." 

From  Prof.  L.  W.  Damon,  Principal  Modern  School  of  Commerce,  La 
Grande,  Oregon. 

"  The  '  Compendium  '  is  not  only  a  text-book,  but  can  be  used  by  short- 
hand writers  as  a  book  of  reference  as  long  as  they  follow  the  profession, 
and  always  find  something  new." 

From  Prof.  J.  H.  Haughey,  Berrien  Springs,  Mich. 

"  It  is  scientific  in  its  arrangement,  and  clear  in  its  presentation  ;  and 
for  brevity  and  legibility,  as  well  as  thoroughness,  it  will  not  have  a  rival 
for  many  a  year." 

From  E.  R.  La  Grange,  Stenographer,  Battle  Creek,  Mich. 

"Any  one  who  takes  up  the  study  of  this  'Compendium'  may  rest 
assured  that  he  has  the  best  shorthand  extant." 

From  Prof.  L.  T.  Curtis,  Healdsburg,  Cal. 

"The  'Compendium  '  carries  the  student  far  beyond  the  range  of  the 
ordinary  text-book,  taking  up  the  abbreviating  expedients  used  by  the 
most  rapid  reporters." 

From  Roy  V.  Ashley,  Reporter,  Battle  Creek,  Mich. 

"The  best  text-book  on  the  subject  of  shorthand,  whether  for  school 
or  home  study,  that  has  ever  come  to  my  notice." 

From  Mr.  J.  W.   Draughon,  Nelson  and  Draughon  Business   College, 
Fort  Worth,  Texas. 

"You  have  the  best  work  ever  published  on  shorthand.  We  are  not 
afraid  to  recommend  it,  for  it  will  stand  the  test." 

From  Mr.  Karl  K.  White,  San  Antonio,  Texas. 

"After  making  a  thorough  examination  of  the  'Compendium,'  I  find 
it  to  be  the  best  text  on  the  Graham  System  published." 

From  Mr.  Wm.  I.  Alexander,  Elmira,  III. 

"Your 'Rogers  Compendium  of  Shorthand' is  the  most  complete  and 
conscientious  book  on  shorthand  that  I  have  ever  seen,  and  I  have  been  a 
writer  for  twentv  years. 

"Enclosed  find  money  order  in  payment  of  bill.    I  would  not  take 
twenty  dollars  for  the  book  for  my  personal  use." 


From  Mr.  Wm.  H.  Price,  Boston,  Mass. 

"Your  'Rogers  Compendium'  is  a  very  fine  work,— the  best  on  the 
subject  of  shorthand  that  I  have  seen.  If  I  were  acquainted  with  Mr. 
Rogers,  I  would  certainly  congratulate  him  on  his  ability  to  write  so  in- 
telligently His  work  is'as  a  brilliant  star  in  comparison  with  most  works 
of  this  character.  One  can  not  but  be  greatly  benefited  from  a  study  of  his 
'Compendium.'" 

From  Mr.  Ray  Jones,  Public  Reporter,  La  Grande,  Oregon. 

"I  will  always  speak  a  good  word  for  the  'Compendium.'  I  know  the 
book  thoroughly  and  by  means  of  it  I  have  worked  up  a  speed  of  two 
hundred  words  a  minute  with  much  less  practice,  I  know,  than  would 
have  been  required  by  any  other  system." 

From  Mr.  D.  D.  Warne,   105  Landon  Ave.,  Syracuse,  N.  Y. 

"Some  weeks  ago  I  received  from  you,  two  copies  of  'Rogers  Compen- 
dium of  the  Graham  System.'  Later  on  I  think  I  ordered  still  another 
copy,  lioth  of  these  I  have  given  away  to  teachers  of  the  Graham  System 
in  this  city.  I  am  informed,  by  several  who  have  used  this  book  during 
the  past  month,  that  it  is  far  in  advance  of  the  old  Graham.  To  this  com- 
mendation I  add  my  own,  and  will  state  that  in  arrangement,  subject- 
matter,  and  teaching  points,  it  is  unequaled. 

"I  wish  three  copies  to  place  in  the  hands  of  other  teachers  and  en- 
close money  order  for  same." 

From  Mr.  \V.  C.  Massey,  Teacher  and  Reporter,  Atlanta,  Oa. 

"I  am  amazed  to  think  I  did  not  find  the  'Compendium'  sooner.  1  am 
delighted  with  it,  and  so  are  all  who  have  seen  it.  It  is  a  very  logical 
presentation  of  the  Graham  system,  and  is  an  encouragement  to  earnest 
students." 

From  Mrs.  Minnie  C.  Harnden,  Stenographer,  Battle  Creek,  Mich. 

"An  arrangement  of  stenographic  principles  in  such  a  way  as  to  make 
what  nrght  be  dry  and  tedious  technicalities  (Emerson  calls  them  'always 
melancholy')  breathe  with  a  living  interest,  thus  engaging  and  holding  the 
attention  and  concentration  from  beginning  to  end.  The  arrangement  of 
the  book,  and  the  manner  of  presentation,  are  both  natural  and  compre- 
hensive, and  any  student  faithful  to  its  teachings,  may  become  a  tirst-class 
stenographer  without  other  assistance." 


Price,  in  Cloth  Binding, 
Postpaid,  $1.75. 


THE  HAMMOND  PUBLISHING  CO.,  Ltd., 

Lansing,  Michigan. 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
This  book  is  DUE  on  the  last  date  stamped  below. 


v 


Form  L9-25m-9,'47(A5618)444 


UNIVERSITY  of  CALIFORNIA 


Z56          Rogers   - 
R651c     The  Rogers   com" 
pendium  of  the 

Graham  system   of    

shorthanl. 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


A  000  573  632  7 


JAN  1  1  1951  OVERDUE 


B.  0,  BAKEU 


Z56 
R631c 


